形成性评估对学生学业成绩的影响：在教师社区共同设计的形成性评估实践项目效果的实证研究

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-05-23 DOI:10.1016/j.learninstruc.2025.102153

Lars Goertzen , Sylvia Heeneman , Trudie Schils

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引用次数: 0

摘要

背景：形成性评价对学生学业成绩影响的经验证据基础是不确定的，尽管它有可能改善教与学。当代观点将形成性评价概念化为综合策略的统一实践。然而，调查形成性评估对小学生学业成绩影响的研究侧重于使用不同方法的单独组成部分。摘要目的探讨共同设计的统一形成性评价策略是否会影响学生的学业成绩。样本参与者为976名荷兰小学生（10-11岁）。方法采用准实验的前测/后测研究设计，预先设置干预组和对照组。干预组由参与教师共同设计的形成性评估项目的小学教师所教的所有学生组成。对照组的教师没有参与共同设计。本研究以标准化数学测验成绩为研究对象，采用多层次模型研究共同设计的形成性评估实践方案是否对小学生学习成绩有影响。结果在控制干预前增益和学校特定学生群体复杂性后，参与形成性评估共同设计的教师学生的表现不显著优于对照组学生。多水平分析还显示，形成性评估干预和成绩水平之间的相互作用对数学成绩的影响不显著。本研究为实施（有效的）形成性评估实践和调查教师社区共同设计的形成性评估实践项目对学生学业成绩的有效性所面临的挑战提供了有价值的见解。

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The impact of formative assessment on pupil academic achievement: An empirical study of the effects of a formative assessment practices program that was co-designed in a teacher community

Background

The empirical evidence-base for effects of formative assessment on pupil academic achievement is inconclusive, despite its potential claim to improve teaching and learning. Contemporary views conceptualize formative assessment as a unified practice of integrated strategies. However, studies that investigated the effects of formative assessment on pupil academic achievement in primary education focused on separate components with different methods.

Aims

This study investigates whether a co-designed program of unified formative assessment strategies affects pupil academic achievement.

Sample

Participants were 976 Dutch elementary school pupils (10–11 years).

Methods

A quasi-experimental pretest/posttest research design was used with a pre-established intervention and control group. The intervention group consisted of all pupils who were taught by elementary school teachers that participated in a teacher co-designed formative assessment program. Teachers belonging to the control group did not partake in the co-design. Standardized mathematics test scores were used to investigate whether the co-designed formative assessment practices program had an effect on pupil learning achievement using multilevel modelling.

Results

After controlling for pre-intervention gain, and school-specific pupil population complexity, the pupils of teachers that participated in the formative assessment co-design did not significantly outperform the pupils in the control group. The multilevel analysis also revealed non-significant effects of the interaction between the formative assessment intervention and performance levels on mathematical gain.

Conclusions

This study provides valuable insights in the challenges that lie in both implementing (effective) formative assessment practices and investigating the effectiveness of a teacher community co-designed formative assessment practices program on pupil academic results.

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.