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TitleEmbedded formative assessment and classroom process quality. How do they interact in promoting students' science understanding
Authors GND-ID ORCID; GND-ID; GND-ID; GND-ID; GND-ID; ; ; ; GND-ID; GND-ID
SourceAmerican educational research journal 52 (2015) 6, S. 1-27 ZDB
Document
Keywords (German)Bewertung; Deutschland; Effektivität; Grundschüler; Intervention; Klassenführung; Lehrer; Lehrerfortbildung; Mehrebenenanalyse; Naturwissenschaftlicher Unterricht; Qualität; Regressionsanalyse; Schule; Schuljahr 03; Test; Unterricht; Unterrichtsforschung; Vergleichsuntersuchung; Videoaufzeichnung
sub-disciplineEmpirical Educational Research
Educational Psychology
Document typeArticle (journal)
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):In this study we examine the interplay between curriculum-embedded formative assessment-a well-known teaching practice-and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students' understanding of the scientific concepts of floating and sinking. We used data from a cluster-randomized controlled trial and compared curriculum-embedded formative assessment (17 classes) with a control group (11 classes). Curriculum-embedded formative assessment and classroom process quality promoted students' learning. Moreover, classroom process quality and embedded formative assessment interacted in promoting student learning. To ensure effective instruction and consequently satisfactory learning outcomes, teachers need to combine specific teaching practices with high classroom process quality. (DIPF/Orig.)
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Date of publication15.12.2017
Suggested CitationDecristan, Jasmin; Klieme, Eckhard; Kunter, Mareike; Hochweber, Jan; Büttner, Gerhard; Fauth, Benjamin; Hondrich, Anna Lena; Rieser, Svenja; Hertel, Silke; Hardy, Ilonca: Embedded formative assessment and classroom process quality. How do they interact in promoting students' science understanding - In: American educational research journal 52 (2015) 6, S. 1-27 - URN: urn:nbn:de:0111-pedocs-125517
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