Formative assessment in mathematics. Mediated by feedback's perceived usefulness and students' self-efficacy.

Autor/inn/en	Rakoczy, Katrin; Pinger, Petra; Hochweber, Jan; Klieme, Eckhard; Schütze, Birgit; Besser, Michael
Titel	Formative assessment in mathematics. Mediated by feedback's perceived usefulness and students' self-efficacy.
Quelle	In: Learning and instruction, (2019) 60, S. 154-165Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2018.01.004
Schlagwörter	Längsschnittuntersuchung; Selbstwirksamkeit; Wahrnehmung; Deutschland; Hessen; Längsschnittuntersuchung; Lernziel; Mathematikunterricht; Realschule; Schüler; Wahrnehmung; Lernerfolg; Leistungsbeurteilung; Interesse; Wirkung; Selbstwirksamkeit; Schuljahr 09; Realschule; Schüler; Leistungsbeurteilung; Lernerfolg; Schülerleistung; Feedback; Interesse; Lernprozess; Lernmethode; Lernziel; Mathematikunterricht; Wirkung; Deutschland; Hessen
Abstract	Although formative assessment is regarded as a promising way to improve teaching and learning, there is considerable need for research on precisely how it influences student learning. In this study we developed and implemented a formative assessment intervention for mathematics instruction and investigated whether it had effects on students' interest and achievement directly and via students' perception of the usefulness of the feedback and their self-efficacy. We conducted a cluster randomized field trial with pretest and posttest. The 26 participating classes were randomly assigned to a control group or the intervention group. Results of path analyses indicate that feedback was perceived as more useful in the formative assessment condition, self-efficacy was greater, and interest tended to increase; learning progress did not differ between the groups. The assumed indirect effects were partly confirmed: formative assessment showed an indirect effect on interest via its perceived usefulness. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4