Searching for Differential Effects of the Dynamic Approach: A Study on Promoting Formative Assessment

• In Event: Transformative Instructional Leadership

Abstract

A study on promoting formative assessment investigates differential effects of the Dynamic Approach (DA). A framework measuring teachers’ assessment skills was developed and three stages were identified. The skills of each stage were used to make decisions in relation to the focus and content of the course. Teachers in four European countries were randomly allocated into two groups (experimental and control). A questionnaire measuring assessment skills and tests measuring cognitive and meta-cognitive learning outcomes in mathematics were administered at the beginning and end of the intervention. The DA was equally effective in improving the assessment skills of teachers situated at different stages. Differential effects of DA on promoting student learning outcomes in mathematics were identified. Implications of findings are discussed.

Authors

• Leonidas Kyriakides, University of Cyprus

• Evi Charalambous, University of Cyprus