View in EDS

Implementing Formative Assessment Into School Practice: A Matter of Structuring the Intervention?

Saved in:
Bibliographic Details
Title: Implementing Formative Assessment Into School Practice: A Matter of Structuring the Intervention?
Authors: Aust, Larissa1 (AUTHOR) larissa.aust@uni-muenster.de, Linker, Jeanne-Celine2 (AUTHOR), Eichholz, Luise2 (AUTHOR), Schiffer, Jana1 (AUTHOR), Nührenbörger, Marcus1 (AUTHOR), Selter, Christoph2 (AUTHOR), Souvignier, Elmar1 (AUTHOR)
Source: Journal of Teacher Education. Mar/Apr2026, Vol. 77 Issue 2, p138-153. 16p.
Subject Terms: *Curriculum-based assessment, *Teacher development, *Psychological feedback, *Formative evaluation, *Mathematics education
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Teacher Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract: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. [ABSTRACT FROM AUTHOR]
ISSN:00224871
DOI:10.1177/00224871251350680