A study of formative assessment strategies in teachers’ school-based in-service training
Year: 2015
Type: article
Abstract: The aim of this study was to explore a team of teachers’ ( n =4) use of theoretically based formative assessment strategies within the course of a learning study. The thematic analysis is based on video observations of teachers’ discussions during planning meetings, teaching in the classroom and evaluation meetings. The subject-specific content focused on learning about fractions, specifically the concepts of double and half, in three groups of six- to seven-year-old students ( n =51 in total). An iterative process was used in which the teachers in the study used video recordings as a tool for analyzing their work in the classroom. The thematic analysis shows that the use of a general learning theory – variation theory – strengthens the effect of the teachers’ formative assessment. Without explicit use of the assumptions from the theoretical framework, the formative assessment strategies had only a minor impact on students’ learning outcomes.
Authors: Eva Nyberg, Mona Holmqvist
Institution: University of Gothenburg
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W1715827600