TY - JOUR
T1 - The impact on student achievement of an assessment for learning teacher professional development program
AU - de Vries, Jitske
AU - Dimosthenous, Andria
AU - Schildkamp, Kim
AU - Visscher, Adrie
N1 - Funding Information:
This work was supported by the Erasmus+ Project of the European Union under Grant 2017-3118/001-001. The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Funding Information:
This work was supported by the Erasmus+ Project of the European Union under Grant 2017-3118/001-001 . The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Publisher Copyright:
© 2022 The Authors
PY - 2022/9
Y1 - 2022/9
N2 - Assessment for Learning (AfL) can increase student achievement. However, teachers find implementing AfL coherently difficult, as it requires complex professional competence. In this experimental study, we investigated the effect on student achievement of teacher professional development for AfL based on the dynamic approach (nteachers = 41, nstudents = 599). The dynamic approach includes four principles: (1) a competence-based approach, (2) adapting to teachers’ needs, (3) explaining underlying mechanisms, and (4) supporting teachers in acquiring the competences. We found a positive effect (d = 0.27) on student achievement. Recommendations for teacher professional development and future research are presented.
AB - Assessment for Learning (AfL) can increase student achievement. However, teachers find implementing AfL coherently difficult, as it requires complex professional competence. In this experimental study, we investigated the effect on student achievement of teacher professional development for AfL based on the dynamic approach (nteachers = 41, nstudents = 599). The dynamic approach includes four principles: (1) a competence-based approach, (2) adapting to teachers’ needs, (3) explaining underlying mechanisms, and (4) supporting teachers in acquiring the competences. We found a positive effect (d = 0.27) on student achievement. Recommendations for teacher professional development and future research are presented.
KW - Assessment for learning
KW - teacher professional development
KW - dynamic approach
KW - Student achievement
U2 - 10.1016/j.stueduc.2022.101184
DO - 10.1016/j.stueduc.2022.101184
M3 - Article
SN - 0191-491X
VL - 74
JO - Studies in educational evaluation
JF - Studies in educational evaluation
M1 - 101184
ER -
