Implementing Formative Assessment Into School Practice: A Matter of Structuring the Intervention?

Only limited evidence exists on how to best make the effective yet broad concept of formative assessment (FA) accessible to teachers. Thus, this study investigated the effects of two differently structured FA approaches (curriculum-embedded assessment [CE] vs. planned-for-interaction assessment [PI]) on implementation outcomes over time. A total of N = 118 mathematics teachers participated in a six-session professional development program offered over one school year and implemented one of the two approaches in their classrooms. Implementation success was assessed via teachers’ self-reports. Hierarchical linear models for repeated measurement revealed higher ratings for CE for the initial phase of implementation. Over time, differences between the approaches decreased for feasibility and cooperation, but remained quite constant in terms of acceptability, fidelity and perceived learning outcome. The approaches did not significantly differ regarding sustainability. Thus, for implementing FA, it seems worthwhile to provide teachers with clear guidelines and an explicit structure.