The impact on student achievement of an assessment for learning teacher professional development program

Jitske de Vries; Andria Dimosthenous; Kim Schildkamp; Adrie Visscher

doi:10.1016/j.stueduc.2022.101184

The impact on student achievement of an assessment for learning teacher professional development program

Jitske de Vries^*
, Andria Dimosthenous
, Kim Schildkamp
, Adrie Visscher

^*Corresponding author for this work

ELAN Teacher Development

Research output: Contribution to journal › Article › Academic › peer-review

30 Citations (Scopus)

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Abstract

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.

Original language	English
Article number	101184
Journal	Studies in educational evaluation
Volume	74
Early online date	13 Jul 2022
DOIs	https://doi.org/10.1016/j.stueduc.2022.101184
Publication status	Published - Sept 2022

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Assessment for learning
teacher professional development
dynamic approach
Student achievement

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10.1016/j.stueduc.2022.101184

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title = "The impact on student achievement of an assessment for learning teacher professional development program",

abstract = "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{\textquoteright} 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.",

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note = "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: {\textcopyright} 2022 The Authors",

year = "2022",

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doi = "10.1016/j.stueduc.2022.101184",

language = "English",

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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.

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ER -

The impact on student achievement of an assessment for learning teacher professional development program

Abstract

UN SDGs

Keywords

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