Torulf Palm
Biographic Data
| ID | 5399744 |
|---|---|
| NAME | Torulf Palm |
| GIVEN NAMES | Torulf |
| FAMILY NAME | Palm |
| SIGNATURE | PALM T |
| AFFILIATIONS | Umeå University |
| ORCID | 0000-0003-0895-8232 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Teachers' in-the-moment diagnosis of students' problem-solving difficulties in mathematics
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…
Basic psychological needs satisfaction as a mediator of the effects of a formative assessment practice on behavioral engagement and autonomous motivation
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…
The effects of mathematical ability and motivational beliefs on students’ perceptions of feedback usefulness
Research has shown that students’ learning gains in mathematics are greater when they work with problems rather than routine tasks. These learning gains from problem-solving activities may be enhanced by providing feedback that does not give away the solutions to the problems, but helps students construct their solution methods themselves and anchor their reasoning in intrinsic properties of the mathematical components involved in the reasoning. …
Swedish teacher conceptions of assessment
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
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 …
The effect of a formative assessment practice on student achievement in mathematics
Research has shown that formative assessment can enhance student learning. However, it is conceptualised and implemented in different ways, and its effects on student achievement vary. A need has been identified for experimental studies to carefully describe both the characteristics of implemented formative assessment practices and their impact on student achievement. We examined the effects on student achievement of changes in formative assessme…
Changes in Student Motivation and Teacher Decision Making When Implementing a Formative Assessment Practice
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 …
Antecedents and Relative Importance of Student Motivation for Science and Mathematics Achievement in TIMSS
Although motivation has been shown to have substantial influence on learning, the relative significance of Students’ motivational characteristics, compared to other school-related factors, for student learning and performance is still unclear. Furthermore, knowledge about the relative importance of different situational variables for predicting these motivational characteristics is crucial for educational decisions about how to enhance student mo…
A case study of a formative assessment practice and the effects on students’ self-regulated learning
The study investigates one mathematics teacher’s implementation of formative assessment and its effects on students’ self-regulated learning (SRL). A questionnaire administered before and after the eight-month long intervention shows a significant effect, compared to two control classes, on students’ motivational beliefs involved in SRL. Qualitative data shows a notable enhancement of the students’ SRL behavior in the classroom. Analysis of the t…
Characteristics of improved formative assessment practice
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…
Characteristics of improved formative assessment practice
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…
Characteristics of improved formative assessment practice
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…
Changes in Student Motivation and Teacher Decision Making When Implementing a Formative Assessment Practice
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 …
Antecedents and Relative Importance of Student Motivation for Science and Mathematics Achievement in TIMSS
Although motivation has been shown to have substantial influence on learning, the relative significance of Students’ motivational characteristics, compared to other school-related factors, for student learning and performance is still unclear. Furthermore, knowledge about the relative importance of different situational variables for predicting these motivational characteristics is crucial for educational decisions about how to enhance student mo…
A case study of a formative assessment practice and the effects on students’ self-regulated learning
The study investigates one mathematics teacher’s implementation of formative assessment and its effects on students’ self-regulated learning (SRL). A questionnaire administered before and after the eight-month long intervention shows a significant effect, compared to two control classes, on students’ motivational beliefs involved in SRL. Qualitative data shows a notable enhancement of the students’ SRL behavior in the classroom. Analysis of the t…
Predicting formative feedback practices
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 …
The effect of a formative assessment practice on student achievement in mathematics
Research has shown that formative assessment can enhance student learning. However, it is conceptualised and implemented in different ways, and its effects on student achievement vary. A need has been identified for experimental studies to carefully describe both the characteristics of implemented formative assessment practices and their impact on student achievement. We examined the effects on student achievement of changes in formative assessme…
The effects of mathematical ability and motivational beliefs on students’ perceptions of feedback usefulness
Research has shown that students’ learning gains in mathematics are greater when they work with problems rather than routine tasks. These learning gains from problem-solving activities may be enhanced by providing feedback that does not give away the solutions to the problems, but helps students construct their solution methods themselves and anchor their reasoning in intrinsic properties of the mathematical components involved in the reasoning. …
Swedish teacher conceptions of assessment
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…
Basic psychological needs satisfaction as a mediator of the effects of a formative assessment practice on behavioral engagement and autonomous motivation
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…
Teachers' in-the-moment diagnosis of students' problem-solving difficulties in mathematics
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…
Psychology (9 works) · Mathematics education (8 works) · Student Assessment and Feedback (7 works) · Formative assessment (6 works) · Computer Science (5 works) · Pedagogy (5 works) · Education, Achievement, and Giftedness (4 works) · Educational Assessment and Improvement (4 works) · Innovative Teaching and Learning Methods (4 works) · Social Psychology (4 works)