Anders, J;
Foliano, F;
Bursnall, M;
Dorsett, R;
Hudson, N;
Runge, J;
Speckesser, S;
(2022)
The Effect of Embedding Formative Assessment on Pupil Attainment.
Journal of Research on Educational Effectiveness
10.1080/19345747.2021.2018746.
(In press).
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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.
| Type: | Article |
|---|---|
| Title: | The Effect of Embedding Formative Assessment on Pupil Attainment |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/19345747.2021.2018746 |
| Publisher version: | https://doi.org/10.1080/19345747.2021.2018746 |
| Language: | English |
| Additional information: | Copyright © 2022 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. |
| Keywords: | Embedding practice, formative assessment, professional development, pupil attainment, randomized controlled trial |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10137314 |
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