Work

Enhancing students’ mathematics achievement through teacher professional development on peer- and self-assessment: A randomized controlled trial

Year: 2026

Type: article

Study designs: Randomized Controlled Trial, Clinical Trial

Abstract: This cluster-randomized trial examined whether a content-specific professional development program on formative peer- and self-assessment supports primary students' calculation strategy repertoire. Therefore, N = 96 Grade 4–5 teachers with their classes ( N = 1525 students) were assigned to peer-assessment, self-assessment, or waitlist control conditions. The researcher-developed professional development program targeted teacher orchestration of peer- and self-assessment on multiplication and division strategies, grounded in formative assessment theory and mathematics-specific frameworks (e.g., Developing Mathematical Thinking). The primary outcome was students’ breadth of distinct correct strategies per item. Both intervention groups showed statistically significant, educationally meaningful gains ( d = 0.36 posttest; d = 0.29 follow-up) compared with controls, with similar results for peer- and self-assessment. Results suggest that a concise, content-focused professional development can help teachers implement formative peer- and self-assessment in ways associated with a broader strategy repertoire in multiplication and division.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2026.105745

Authors: Karolin Maskos, Andreas Schulz, Johan Braeken, Ladina Brawand, Selin S. Oeksuez, Alois Buholzer

Institutions: Zurich University of Teacher Education, University of Oslo, University of Teacher Education Lucerne

Language: English

Topic: Student Assessment and Feedback

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,380