| 1. |
- Granberg, Carina, 1966-, et al.
(författare)
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A case study of a formative assessment practice and the effects on students’ self-regulated learning
- 2021
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Ingår i: Studies in Educational Evaluation. - : Elsevier. - 0191-491X .- 1879-2529. ; 68
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Tidskriftsartikel (refereegranskat)abstract
- The study investigates one mathematics teacher’s implementation of formative assessment and its effects on students’ self-regulated learning (SRL). A questionnaire administered before and after the eight-month long intervention shows a significant effect, compared to two control classes, on students’ motivational beliefs involved in SRL. Qualitative data shows a notable enhancement of the students’ SRL behavior in the classroom. Analysis of the teacher’s implemented formative assessment shows a practice integrating several aspects of formative assessment, and provides empirical evidence of what formative assessment with large effects on students’ SRL may look like and how it fits with models of SRL development.
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| 2. |
- Näsström, Gunilla, et al.
(författare)
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Changes in Student Motivation and Teacher Decision Making When Implementing a Formative Assessment Practice
- 2021
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Ingår i: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 6, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- Motivation is a prerequisite for students’ learning, and formative assessment has been suggested as a possible way of supporting students’ motivation. However, there is a lack of empirical evidence corroborating the hypothesis of large effects from formative assessment interventions on students’ autonomous forms of motivation and motivation in terms of behavioral engagement in learning activities. In addition, formative assessment practices that do have an impact on students’ motivation may put additional requirements on teachers than more traditional teaching practices. Such requirements include decisions teachers need to make in classroom practice. The requirements on teachers’ decision-making in formative assessment practices that have a positive impact on students’ autonomous forms of motivation and behavioral engagement have not been investigated. This study describes one teacher’s formative assessment practice during a sociology course in upper secondary school, and it identifies the requirements for the teacher’s decision-making. The teacher had participated in a professional development program about formative assessment just prior to this study. This study also investigated changes in the students’ motivation when the teacher implemented the formative assessment practice. The teacher’s practice was examined through observations, weekly teacher logs, the teacher’s teaching descriptions, and an interview with the teacher. Data on changes in the students’ type of motivation and engagement were collected in the teacher’s class and in five comparison classes through a questionnaire administered in the beginning and the end of the course. The students responded to the questionnaire items by choosing the extent to which they agreed with the statements on a scale from 1–7. The teacher’s formative assessment practice focused on collecting information about the students’ knowledge and skills and then using this information to make decisions about subsequent instruction. Several types of decisions, and the knowledge and skills required to make them that exceed those required in more traditional teaching practices, were identified. The students’ in the intervention teacher’s class increased their controlled and autonomous forms of motivation as well as their engagement in learning activities more than the students in the comparison classes.
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| 3. |
- Palmberg, Björn, 1981-, et al.
(författare)
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A multi-approach formative assessment practice and its potential for enhancing student motivation: a case study
- 2024
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Ingår i: Cogent Education. - : Taylor & Francis Group. - 2331-186X. ; 11:1
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Tidskriftsartikel (refereegranskat)abstract
- In the present study we investigate one 7th-grade mathematics teacher’s eight-month long implementation of a comprehensive multi-approach formative assessment practice. Based on an analysis of classroom observations, interviews and written teacher logbooks, this classroom practice is described in detail to illustrate how multi-approach formative assessments may be enacted in practice. Furthermore, based on the same data, we identify characteristics of formative assessment practices that have been argued to influence student motivational characteristics that affect motivation manifested as behavioural engagement and autonomous types of motivation. We also demonstrate that while the students in the two control classes (n = 9 in both classes) decreased their engagement in learning activities and became less autonomous in their motivation during this period, the students in the intervention class (n = 14) became more engaged and did not become less autonomous in their motivation.
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| 4. |
- Sidenvall, Johan, 1974-, et al.
(författare)
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Supporting teachers in supporting students’ mathematical problem solving
- 2022
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Ingår i: International Journal of Mathematical Education in Science and Technology. - : Taylor & Francis Group. - 0020-739X .- 1464-5211.
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this intervention study was to develop and evaluate a support model for teachers, designed to assist them in diagnosing students’ (age 16–19 years) difficulties and providing feedback to support students’ mathematical problem solving. Reporting on an iteration in a design research project, the results showed that the support helped the teachers to provide less procedural information and instead help students construct solutions for themselves. Constraints in achieving this included the nature of some tasks, difficulties in making reasonable diagnoses, and students’ inability to communicate their difficulties.
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| 5. |
- Säfström, Anna Ida, 1984-, et al.
(författare)
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Developing a diagnostic framework for primary and secondary students’ reasoning difficulties during mathematical problem solving
- 2024
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Ingår i: Educational Studies in Mathematics. - : Springer Nature. - 0013-1954 .- 1573-0816. ; 115:2, s. 125-149
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Tidskriftsartikel (refereegranskat)abstract
- It is well-known that a key to promoting students’ mathematics learning is to provide opportunities for problem solving and reasoning, but also that maintaining such opportunities in student–teacher interaction is challenging for teachers. In particular, teachers need support for identifying students’ specific difficulties, in order to select appropriate feedback that supports students’ mathematically founded reasoning without reducing students’ responsibility for solving the task. The aim of this study was to develop a diagnostic framework that is functional for identifying, characterising, and communicating about the difficulties students encounter when trying to solve a problem and needing help from the teacher to continue the construction of mathematically founded reasoning. We describe how we reached this aim by devising iterations of design experiments, including 285 examples of students’ difficulties from grades 1–12, related to 110 tasks, successively increasing the empirical grounding and theoretical refinement of the framework. The resulting framework includes diagnostic questions, definitions, and indicators for each diagnosis and structures the diagnostic process in two simpler steps with guidelines for difficult cases. The framework therefore has the potential to support teachers both in eliciting evidence about students’ reasoning during problem solving and in interpreting this evidence.
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| 6. |
- Säfström, Anna Ida, 1984-, et al.
(författare)
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Initiating teacher-researcher collaboration to support students' mathematical problem-solving
- 2021
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Ingår i: Nordisk matematikkdidaktikk, NOMAD. - 1104-2176. ; :3–4, s. 131-151
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Tidskriftsartikel (refereegranskat)abstract
- Implementing teaching through mathematical problem-solving entails substantial challenges and calls for sustained teacher-researcher collaboration. The joint research and development project ”Teaching that supports students’ creative mathematical problem-solving” has a fundamental ambition to be symmetric in that both teachers’ and researchers’ needs and conditions are attended to and complementary in that their different areas of expertise are utilised and valued. In this paper we show how the interplay and development of symmetry and complementarity can function as a means for studying teacher-researcher collaborations.
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