Details
| Original language | English |
|---|---|
| Number of pages | 16 |
| Journal | ZDM - Mathematics Education |
| Early online date | 23 May 2024 |
| Publication status | E-pub ahead of print - 23 May 2024 |
Abstract
Formative Assessment (FA) is a promising teaching practice for supporting students’ learning at school. However, implementing FA into teaching (mathematics) is challenging, effects of implementation of FA vary between empirical studies. Therefore, recent studies additionally consider instructional quality of teaching when analyzing effects of FA on students’ learning. The current exploratory study builds on this idea and highlights the added value of considering both generic and subject-specific instructional quality (GIQ and SSIQ) when analyzing effects of FA: Based on a re-analyzation of data from the research project Co2CA, 856 students from 39 mathematics classes of German middle schools took part in an intervention control-study aiming at implementing FA into mathematics education at school. On the student level, students’ mathematics achievement is assessed by standardized tests before and after the intervention. During the intervention, on the class level GIQ and SSIQ are assessed by low- and high-inference ratings of 72 video-taped lessons. GIQ is based on the model of Three Basic Dimensions, SSIQ is based on the normative idea that mathematics teaching should offer opportunities for a deep understanding of subject matter and for building up competencies. Multi-level regression analyses highlight different (interaction) effects of GIQ and SIQ on students’ performances. It becomes obvious: Considering GIQ and SIQ can have an added value for the better understanding of implementing FA into teaching (in mathematics education).
Keywords
- Formative assessmen, Generic perspective, Instructional quality, Mathematics education, Students’ achievement, Subject-specific perspective
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Mathematics(all)
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In: ZDM - Mathematics Education, 23.05.2024.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - On the added value of considering effects of generic and subject-specific instructional quality on students’ achievements
T2 - an exploratory study on the example of implementing formative assessment in mathematics education
AU - Besser, Michael
AU - Hagena, Maike
AU - Kleickmann, Thilo
N1 - Publisher Copyright: © The Author(s) 2024.
PY - 2024/5/23
Y1 - 2024/5/23
N2 - Formative Assessment (FA) is a promising teaching practice for supporting students’ learning at school. However, implementing FA into teaching (mathematics) is challenging, effects of implementation of FA vary between empirical studies. Therefore, recent studies additionally consider instructional quality of teaching when analyzing effects of FA on students’ learning. The current exploratory study builds on this idea and highlights the added value of considering both generic and subject-specific instructional quality (GIQ and SSIQ) when analyzing effects of FA: Based on a re-analyzation of data from the research project Co2CA, 856 students from 39 mathematics classes of German middle schools took part in an intervention control-study aiming at implementing FA into mathematics education at school. On the student level, students’ mathematics achievement is assessed by standardized tests before and after the intervention. During the intervention, on the class level GIQ and SSIQ are assessed by low- and high-inference ratings of 72 video-taped lessons. GIQ is based on the model of Three Basic Dimensions, SSIQ is based on the normative idea that mathematics teaching should offer opportunities for a deep understanding of subject matter and for building up competencies. Multi-level regression analyses highlight different (interaction) effects of GIQ and SIQ on students’ performances. It becomes obvious: Considering GIQ and SIQ can have an added value for the better understanding of implementing FA into teaching (in mathematics education).
AB - Formative Assessment (FA) is a promising teaching practice for supporting students’ learning at school. However, implementing FA into teaching (mathematics) is challenging, effects of implementation of FA vary between empirical studies. Therefore, recent studies additionally consider instructional quality of teaching when analyzing effects of FA on students’ learning. The current exploratory study builds on this idea and highlights the added value of considering both generic and subject-specific instructional quality (GIQ and SSIQ) when analyzing effects of FA: Based on a re-analyzation of data from the research project Co2CA, 856 students from 39 mathematics classes of German middle schools took part in an intervention control-study aiming at implementing FA into mathematics education at school. On the student level, students’ mathematics achievement is assessed by standardized tests before and after the intervention. During the intervention, on the class level GIQ and SSIQ are assessed by low- and high-inference ratings of 72 video-taped lessons. GIQ is based on the model of Three Basic Dimensions, SSIQ is based on the normative idea that mathematics teaching should offer opportunities for a deep understanding of subject matter and for building up competencies. Multi-level regression analyses highlight different (interaction) effects of GIQ and SIQ on students’ performances. It becomes obvious: Considering GIQ and SIQ can have an added value for the better understanding of implementing FA into teaching (in mathematics education).
KW - Formative assessmen
KW - Generic perspective
KW - Instructional quality
KW - Mathematics education
KW - Students’ achievement
KW - Subject-specific perspective
UR - http://www.scopus.com/inward/record.url?scp=85194138989&partnerID=8YFLogxK
U2 - 10.1007/s11858-024-01562-2
DO - 10.1007/s11858-024-01562-2
M3 - Article
AN - SCOPUS:85194138989
JO - ZDM - Mathematics Education
JF - ZDM - Mathematics Education
SN - 1863-9690
ER -