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Cited by 44Student Assessment and FeedbackEducation, Achievement, and GiftednessEducational and Psychological Assessments

The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.

Implementation of formative assessment–effects of quality of programme delivery on students’ mathematics achievement and interest

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Pinger, Petra, Rakoczy, Katrin, Besser, Michael, Klieme, Eckhard·2018·Assessment in Education: Principles, Policy & Practice
DOI 10.1080/0969594x.2016.1170665
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Abstract

The aim of this study was to contribute to the understanding of the effectiveness of formative assessment interventions by analysing how the quality of programme delivery affects students’ mathematics achievement and interest. Teachers (n = 17) implemented formative assessment in their ninth-grade mathematics classes and provided their students (n = 426) with written process-oriented feedback. Four feedback characteristics (number of feedback comments, specificity, feedback at self level, social reference norm) and two types of embedment of feedback in the instructional context (focus on feedback utilisation, focus on performance evaluation) were evaluated. Multilevel regression analyses revealed no significant effects of feedback characteristics on interest but negative effects of number of feedback comments and specificity on achievement in mathematics. Positive effects on mathematics achievement and interest were found when feedback was embedded in instruction and had emphasis on feedback utilisation. Students’ interest also was affected positively when performance evaluation was stressed.

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Research works printed but not linked: 40

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Metadata

Authors
Pinger, P., Rakoczy, K., Besser, M., & Klieme, E.
Affiliations
  • DIPF | Leibniz Institute for Research and Information in Education (DE)
  • University of Education Freiburg (DE)
Corresponding author
Pinger, Petra
ORCID
Venue
Assessment in Education: Principles, Policy & Practice
Publisher
Informa UK Limited
Published
2016-08-03
Volume
25
Issue
2
Pages
160-182
ISSN
  • 0969-594X (ISSN-L)
  • 1465-329X
DOI
10.1080/0969594x.2016.1170665
OpenAlex
W2494026034
Cited by
44
References
8
Citations by year
2026: 3 · 2025: 7 · 2024: 4 · 2023: 4 · 2022: 6 · 2021: 6 · 2020: 4 · 2019: 4 · 2018: 3 · 2017: 3
FWCI
14.80
Type
journal article
Language
en
Open access
Locations
  • Assessment in Education Principles Policy and Practice (publishedVersion)
  • Multilingual Matters (Channel View Publications) (submittedVersion)
  • Pedocs (German Institute for International Educational Research) (submittedVersion)
  • peDOCS
Funders
Deutsche Forschungsgemeinschaft (KL 1057/10-3, BL 275/16-3 and LE 2619/1-3)
Topics
  • Social Sciences › Education › Student Assessment and Feedback
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
Keywords
formative assessment, mathematics achievement, mathematics interest, feedback characteristics, feedback specificity, performance evaluation, 9th grade mathematics

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