Abstract
Research has shown that formative assessment can enhance student learning. However, it is conceptualised and implemented in different ways, and its effects on student achievement vary. A need has been identified for experimental studies to carefully describe both the characteristics of implemented formative assessment practices and their impact on student achievement. We examined the effects on student achievement of changes in formative assessment of a random sample of 14 secondary school mathematics teachers after a professional development programme. This study describes practices implemented and students’ achievement as measured by pre-tests and post-tests. We found no significant differences in achievement on the post-test, after controlling for pre-test scores, between the intervention group and control group, and no significant correlation between the number of formative assessment activities implemented and the post-test scores (controlled for the pre-test scores). We discuss characteristics of formative assessment implementations that may be critical for enhancing student achievement.
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