Using the Dynamic Approach to Promote Formative Assessment in Mathematics: Αn Experimental Study (Poster 19)

• In Event: AERA Poster Session Fifteen
  In Poster Session: Novel Evidence on School Effectiveness and School Improvement

Abstract

This paper investigates the impact of the Dynamic Approach (DA) on improving assessment practice and promoting student learning outcomes. A sample of 62 Cypriot Mathematics teachers in lower secondary schools were randomly allocated into the experimental and control group. A course on formative assessment based on the DA was offered to teachers of the experimental group during the school year 2019-2020. A questionnaire measuring teachers’ professional needs in assessment and tests measuring students’ mathematics achievement (cognitive and metacognitive) were administered at the beginning and at the end of the intervention. Only teachers of the experimental group improved their assessment skills. Students of the experimental group made more progress than students of the control group. Implications of findings are drawn.

Authors

• Evi Charalambous, University of Cyprus
  Non-Presenting Author

• Leonidas Kyriakides, University of Cyprus
  Presenting Author

• Margarita Christoforidou, Cyprus Pedagogical Institute
  Non-Presenting Author

• Andria Dimosthenous, University of Crete
  Non-Presenting Author

• Panayiotis Antoniou, University of Cyprus
  Non-Presenting Author

• Ioannis Ioannou, Cyprus Ministry of Education, Culture, Sport and Youth
  Non-Presenting Author