Larissa Aust
Biographic Data
| ID | 2267991 |
|---|---|
| NAME | Larissa Aust |
| GIVEN NAMES | Larissa |
| FAMILY NAME | Aust |
| SIGNATURE | AUST L |
| AFFILIATIONS | University of Münster |
| ORCID | 0000-0001-8395-1845 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Implementing Formative Assessment Into School Practice
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…
Effects of formative assessment on intrinsic motivation in primary school mathematics instruction
Empirical studies on effects of formative assessment (FA) on motivational outcomes and underlying mechanisms are scarce. The core elements of FA, feedback and adaptive teaching behavior, might be helpful in promoting the experience of competence, which in turn is a prerequisite for promoting intrinsic motivation. However, instructional impact also depends on the students’ perception of teacher behavior. Therefore, this study ( N = 27 teachers and…
No prominent works on this page.
Effects of formative assessment on intrinsic motivation in primary school mathematics instruction
Empirical studies on effects of formative assessment (FA) on motivational outcomes and underlying mechanisms are scarce. The core elements of FA, feedback and adaptive teaching behavior, might be helpful in promoting the experience of competence, which in turn is a prerequisite for promoting intrinsic motivation. However, instructional impact also depends on the students’ perception of teacher behavior. Therefore, this study ( N = 27 teachers and…
Implementing Formative Assessment Into School Practice
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…
Formative assessment (2 works) · Mathematics education (2 works) · Psychology (2 works) · Student Assessment and Feedback (2 works) · Education, Achievement, and Giftedness (1 work) · Educational and Psychological Assessments (1 work) · Educational psychology (1 work) · Goal theory (1 work) · Intervention (counseling (1 work) · Intrinsic motivation (1 work)