This longitudinal study examines the use of a mandatory learning module in an initial teacher education (ITE) programme that aims to develop the practical knowledge of pre-service teachers (PSTs) in a Chinese Normal university. Guided by formative interventions, data were collected from videotaped discussion meetings, teaching activities, and…

Mathematics, by nature, has a spiral structure. The fact that the students fail to acquire an achievement in the mathematics course negatively affects other achievements. Therefore, students' mathematics failure continues exponentially. In this context, it is important to identify and eliminate students' weaknesses, if any, with the formative…

Students' interest is considered an important learning outcome, but it is also a relevant predictor for student learning, and future vocational choices. According to numerous studies, however, students' interest in STEM fields usually declines during the course of secondary education. From the perspective of science education, it is therefore…

Background: Formative assessment has been reported to improve learners' learning in affluent contexts. However, very few studies have reported the impact of formative assessment on teachers' knowledge and understanding in no-fee public schools located in a low socioeconomic context. Aim: This article investigates the impact of the Assessment for…

The main purpose of this meta-analysis study is to investigate how formative assessment practices promote student learning in Turkey. 32 studies with 47 effect sizes that met the specified criteria such as using true experimental or quasi-experimental design and measuring learning outcomes were included as the final analysis in the meta-analytical…

Supporting students with difficulties in learning mathematics is a challenge for teachers and educational administrators. Formative assessment is considered to play a successful role in supporting at-risk students as well as students without difficulties in mathematics. There is a need for intervention programs, including formative assessment…

This study investigates the impact of a professional development programme in formative assessment (FA) for high school mathematics teachers. Through a collaborative approach between researchers and in-service teachers, a 16-week online course was designed focusing on feedback strategies, peer co-assessment, and student engagement. A mirrored…

A growing body of research has recognized the importance of students' having active roles in feedback processes. Feedback literacy refers to students' understandings of and participation in feedback processes, and research on students' feedback literacy has so far focused on higher education; secondary schools have not received attention. This…

In the present study, the impact of formative assessment on secondary school students' mathematics achievement and their metacognitive awareness was examined. The participants included 164 (84 boys) grade 11 students and four mathematics teachers from four secondary schools in Kenya. A quasi-experimental pretest-posttest non-equivalent group…

This paper examines preservice teachers' perspectives on assessment feedback developed in a teacher education course during the first lockdown due to the COVID-19 pandemic. As initially negotiated with students, feedback was learner-centred and involved a formative intervention approach applied iteratively by the teacher educator over the course…

This paper examines the impact of assessment and instructional practices in a compressed-format physics abroad program for life science students from a large U.S. university system. Using qualitative case study methodology, the study investigated the major pedagogical functions of assessments and their implications on student learning across three…

Formative assessment (FA) is considered a powerful tool to enhance learning. However, there have been few studies addressing how the implementation of FA influences the development of inquiry skills so far. This research intends to determine the efficacy of teaching using FA in the development of students' inquiry skills. A test of inquiry skills…

The long-standing challenges and issues associated with girls' disengagement from secondary school physical and health education (PHE) are serious and well documented. This disengagement has provided the incentive for the examination of alternative strategies to facilitate girls' engagement in PHE. This paper discusses the first phase in a…

The significance of a process evaluation for understanding randomised controlled trials (RCTs) of complex teaching interventions in a classroom setting is discussed in relation to the evaluation of the Integrated Group Reading (IGR) programme trial. This process evaluation is based on realist principles and draws on different data sources. The…

Purpose: The purpose of this paper is to design and test an online team intervention for university students, focusing on communication, leadership and team processes, to influence team cohesion and subsequently team assignment performance. It was administered twice as a formative feedback measure and once as a summative evaluation measure across…