The Effect of Embedding Formative Assessment on Pupil Attainment

Anders, J., Foliano, F., Bursnall, M., Dorsett, R., Hudson, N., Runge, J. and Speckesser, S. 2022. The Effect of Embedding Formative Assessment on Pupil Attainment. Journal of Research on Educational Effectiveness. Advanced online publication. https://doi.org/10.1080/19345747.2021.2018746

TitleThe Effect of Embedding Formative Assessment on Pupil Attainment
TypeJournal article
AuthorsAnders, J., Foliano, F., Bursnall, M., Dorsett, R., Hudson, N., Runge, J. and Speckesser, S.
Abstract

Evidence suggests that adapting teaching responsively to pupil assessment can be effective in improving students’ learning. However, existing studies tend to be small-scale, leaving unanswered the question of how such formative assessment can operate when embedded as standard practice. In this study, we present the results of a randomized trial conducted in 140 English secondary schools. The intervention uses light-touch training and support, with most of the work done by teacher-led teaching and learning communities within schools. It is, therefore, well-suited to widespread adoption. In our pre-registered primary analysis, we estimate an effect size of 0.09 on general academic attainment in national, externally assessed examinations. Sensitivity analysis, excluding schools participating in a similar program at baseline, and complier analysis both suggest a larger effect size of 0.11. These results are encouraging
for this approach to improving the implementation of formative assessment and, hence, academic attainment. Our findings also suggest that the intervention may help to narrow the gap between high and low prior attainment pupils, although not the gap between those from
disadvantaged backgrounds and the rest of the cohort.

KeywordsFormative assessment
Embedding practice
Professional development
Randomised controlled trial
Pupil attainment
JournalJournal of Research on Educational Effectiveness
ISSN1934-5747
1934-5739
Year2022
PublisherTaylor & Francis
Publisher's version
License
CC BY-NC-ND 4.0
File Access Level
Open (open metadata and files)
Digital Object Identifier (DOI)https://doi.org/10.1080/19345747.2021.2018746
Web address (URL)https://doi.org/10.1080/19345747.2021.2018746
Publication dates
Published online03 Mar 2022

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