Abstract
The integration of formative assessment in school lessons can improve student achievement. However, such positive effects have not yet been realized in many classrooms. Teachers find it difficult to implement formative assessment as it requires a complex set of skills. Teacher professional development can support teachers in becoming proficient in implementing formative assessment in the classroom. In this dissertation, we investigated teachers' needs regarding formative assessment and how we can support them in meeting those needs. Specifically, we provide directions to improve teacher professional development programs for formative assessment, in order to further improve student outcomes in the classroom.
| Original language | English |
|---|---|
| Qualification | Doctor of Philosophy |
| Awarding Institution |
|
| Supervisors/Advisors |
|
| Award date | 18 Nov 2022 |
| Place of Publication | Enschede |
| Print ISBNs | 978-90-365-5468-8 |
| Electronic ISBNs | 978-90-365-5468-8 |
| DOIs | |
| Publication status | Published - 2022 |