Formative assessment in mathematics: Mediated by feedback's perceived usefulness and students' self-efficacy

Although formative assessment is regarded as a promising way to improve teaching and learning, there is considerable need for research on precisely how it influences student learning. In this study we developed and implemented a formative assessment intervention for mathematics instruction and inves...

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Bibliographic Details
Published in:Learning and instruction 2019-04, Vol.60 (60), p.154-165
Main Authors: Rakoczy, Katrin, Pinger, Petra, Hochweber, Jan, Klieme, Eckhard, Schütze, Birgit, Besser, Michael
Format: Article
Language:English
Subjects:
Deutschland
Feedback
Formative assessment
Hessen
Interesse
Intervention study
Leistungsbeurteilung
Lernerfolg
Lernmethode
Lernprozess
Lernziel
Längsschnittuntersuchung
Mathematikunterricht
Mediation
Perceived usefulness
Realschule
Schuljahr 09
Schüler
Schülerleistung
Selbstwirksamkeit
Self-efficacy
Wahrnehmung
Wirkung
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