Implementing Formative Assessment Into School Practice
A Matter of Structuring the Intervention
Bibliographic Data
| ID | 4927005 |
|---|---|
| Authors | Larissa Aust (0000-0001-8395-1845, University of Münster), Jeanne-Celine Linker (0009-0009-8345-4801, TU Dortmund University), Luise Eichholz (0000-0002-3168-560X, TU Dortmund University), Jonathan Schiffer (0009-0004-5602-4260, University of Münster), Jana Schiffer (University of Münster), Marcus Nührenbörger (0000-0002-1345-2554, University of Münster), Christoph Selter (0000-0002-1176-5717, TU Dortmund University), Elmar Souvignier (0000-0001-7962-7428, University of Münster) |
| Year | 2025 |
| Publication date | 2025-07-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/00224871251350680 |
| OpenAlex | W4412148324 |
| Language | EN |
| References cited | 45 |
Only limited evidence exists on how to best make the effective yet broad concept of formative assessment (FA) accessible to teachers. Thus, this study investigated the effects of two differently structured FA approaches (curriculum-embedded assessment [CE] vs. planned-for-interaction assessment [PI]) on implementation outcomes over time. A total of N = 118 mathematics teachers participated in a six-session professional development program offered over one school year and implemented one of the two approaches in their classrooms. Implementation success was assessed via teachers' self-reports. Hierarchical linear models for repeated measurement revealed higher ratings for CE for the initial phase of implementation. Over time, differences between the approaches decreased for feasibility and cooperation, but remained quite constant in terms of acceptability, fidelity and perceived learning outcome. The approaches did not significantly differ regarding sustainability. Thus, for implementing FA, it seems worthwhile to provide teachers with clear guidelines and an explicit structure
Formative assessment · Intervention (counseling · Mathematics education · Pedagogy · Political science · Sociology · Structuring · Educational and Psychological Assessments · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Statistical Power Analysis for the Behavioral Sciences
Visible Learning: The Sequel
Formative assessment
Best Practices in Teachers’ Professional Development in the United States
How Can Comprehensive School Reform Models Be Successfully Implemented?
A systematic review of prerequisites for implementing assessment for learning in classroom practice
Calculating and reporting effect sizes to facilitate cumulative science
Fitting Linear Mixed-Effects Models Using lme4
How can educational innovations become sustainable? A review of the empirical literature
The effect of a formative assessment practice on student achievement in mathematics
Stichwortbeitrag Implementationsforschung
The role of treatment acceptability, effectiveness, and understanding in treatment fidelity
Implementing evidence-based practices in reading classrooms – Longitudinal interrelations between teaching-related attitudes, innovation-specific perceptions, and perceived implementation success
Acceptability, reach and implementation of a training to enhance teachers’ skills in physical activity promotion
Collective teacher innovativeness in 48 countries
Elaborating a model of teacher professional growth
Impact of professional development on teacher practice
Formative assessment practice progressions for teacher preparation
A Dynamic Integrated Approach to teacher professional development
Co-designing formative assessment practices
How teachers engage with Assessment for Learning
What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation
| Citation velocity | historical |
|---|---|
| Highly cited | No |