Catarina Andersson

Biographic Data

ID4970116
NAMECatarina Andersson
GIVEN NAMESCatarina
FAMILY NAMEAndersson
SIGNATUREANDERSSON C
AFFILIATIONSUmeå University
ORCID0000-0002-8738-8639
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS1
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2017
LATEST PUBLICATION YEAR2026
H-INDEX1

  • Teachers' in-the-moment diagnosis of students' problem-solving difficulties in mathematics

    Open AccessJohan Sidenvall, Erika Boström et al.ARTICLEFrontiers in Education2026

    Several studies have shown that learning mathematics can be more effective if students solve problems by their own reasoning than if they follow given solution methods. However, when a student needs help with solving a task it is more challenging for the teacher to support the student's own reasoning than to describe the method. In a collaborative research and development project, teachers and researchers developed a framework for diagnosing in-t…

  • Translating assessment for learning to work in groups of students with intellectual disabilities

    Open AccessCatarina AnderssonARTICLEEducation Inquiry2026References: 22

    The potential of using Assessment for Learning (AfL) is well established, but studies of AfL practice in groups of students with intellectual disabilities (ID) are rare. The respondents in this study were assistants and teachers working in compulsory school for students with ID. In a two-year project they had worked with translating five AfL key strategies (KSs) to fit their context. The study aimed at exploring this translation to depict the use…

  • Basic psychological needs satisfaction as a mediator of the effects of a formative assessment practice on behavioral engagement and autonomous motivation

    Open AccessCatarina Andersson, Carina Granberg et al.ARTICLEFrontiers in Education2025

    Formative assessment has been suggested as a means of supporting student motivation. However, empirical studies have shown mixed effects of formative assessment interventions on students’ motivation, making it necessary to understand the mechanisms underlying these effects. We analyzed a formative classroom practice implemented by a 10th-grade first-language teacher during 7 months. Teacher logs, classroom observations and a teacher interview wer…

  • Swedish teacher conceptions of assessment

    Open AccessGavin T L Brown, Catarina Andersson et al.ARTICLEEducation Inquiry2024References: 4

    Understanding teachers' conceptions of assessment is a key objective in supporting assessment practices that lead to improved learning outcomes. Thus, inventories capable of identifying teachers' assessment conceptions are important. The Teachers Conceptions of Assessment (TCoA) inventory was an early and influential measure of teacher assessment conceptions, but replication studies have shown that the model may be affected by policy and practice…

  • Predicting formative feedback practices

    Open AccessGavin T L Brown, Catarina Andersson et al.ARTICLEFrontiers in Education2023

    Introduction Teacher conceptions of feedback ideally predict their feedback practices, but little robust evidence identifies which beliefs matter to practices. It is logical to presume that teacher conceptions of feedback would align with the policy framework of an educational jurisdiction. The Teacher Conceptions of Feedback (TCoF) inventory was developed in New Zealand which has a relatively low-stakes, formative policy framework. Methods This …

  • From Passenger to Pilot – Using Formative Assessment to Support Students With Intellectual Disabilities to Become Self-Regulated Learners

    Open AccessCatarina Andersson, Carina GranbergARTICLEFrontiers in Education2022

    Students with intellectual disabilities (ID) risk leaving school without having the opportunity to develop their independence to become less reliant on others. This study aims to gain insights into how formative assessment as a teaching design can support self-regulated learning (SRL) among students with ID. Two experienced Swedish special school teachers, using formative assessment to support students’ SRL competence, participated in this study.…

  • Changes in Student Motivation and Teacher Decision Making When Implementing a Formative Assessment Practice

    Open AccessGunilla Näsström, Catarina Andersson et al.ARTICLEFrontiers in Education2021

    Motivation is a prerequisite for students’ learning, and formative assessment has been suggested as a possible way of supporting students’ motivation. However, there is a lack of empirical evidence corroborating the hypothesis of large effects from formative assessment interventions on students’ autonomous forms of motivation and motivation in terms of behavioral engagement in learning activities. In addition, formative assessment practices that …

  • Characteristics of improved formative assessment practice

    Open AccessCatarina Andersson, Torulf PalmARTICLEEducation Inquiry2017Cited by: 1References: 2

    An earlier study showed that the changes in teachers’ classroom practice, after participation in a professional development program in formative assessment, significantly improved student achievement in mathematics. The teachers in that study were a random selection of Year 4 teachers in a Swedish mid-sized municipality. In the present study, we analyse and describe the characteristics of these changes in classroom practice, which were based on a…