This study reports on the effectiveness and challenges of a formative assessment professional development program designed to address the challenges Kosovo teachers face in adequately using formative assessment in their classrooms. Selected teachers ("n" = 19) from Kosovo municipalities participated in the professional development…

The purpose of this study was to understand ways in which teachers define student self-assessment, explore teachers' reasons for using or not using student self-assessment, and explicate the beliefs associated with these reasons. Drawing on Ajzen's theory of planned behavior, the authors interviewed seven high school teachers and explored the…

Although it has been two decades since National Council of Teachers of Mathematics "Standards" were published, research underlines the lack of essential practices for quality reform teaching. The literature also emphasizes the importance of planning in reform teaching although few studies focus directly on the planning of the teacher.…

This paper presents the analysis of two representative lessons drawn from a cross case study of K-12 classrooms in which students and their teachers engaged in a collaborative dialogic inquiry process (data-driven dialogue) to co-construct meaning from assessment results. The representative lessons illustrate a significant shift from…

The article reports work over one year by three teachers from the Milton Keynes Primary Schools Learning Network. Their collaborative classroom-focused action research investigated the limits and possibilities of pupils' and teachers' learning through self-evaluation. In phase one the teacher researchers used questionnaires, interviews and…

This article describes changes in the practice of two teachers, observed over an 18-month period, who were participating in a study intended to support teachers in developing their use of assessment in support of learning. The design of the intervention allowed each teacher to choose for themselves which aspects of their practice to develop.…

Formative assessment is intended to develop students' capacity to learn and increase the effectiveness of teaching. However, the extent to which formative assessment can meet these aims depends on the relationship between its conception and current conceptions of learning. In recent years concern about sex group differences in achievement has led…

"Learning how to Learn--in classrooms, schools and networks" is a four-year, multi-site project funded under the Economic and Social Research Council Teaching and Learning Research Programme and concerned with the development of formative assessment practice. This article describes how analysis of a large double-scale questionnaire…