Formatives Assessment in der Grundschule - Konzept, Einschätzungen der Lehrkräfte und Zusammenhänge

Prof. Dr. Katrin Liebers
Prof. Dr. Thomas Hofsäss

Dr. Christin Schmidt


In this study, a model of formative assessment is empirically examined and the formative assessment practice in German lessons is described from the perspective of primary school teachers. In addition, the interaction of formative assessment with selected teacher and teaching variables is examined. Data from a quantitative survey of primary school teachers in Saxony (n = 338) are analyzed descriptively and with structural equation models. The model tests show that formative assessment includes eleven strategies, which are closely related. Only one third of the teachers report that they intensively apply appropriate assessment tools and feedback and use diagnostic information to make pedagogical decisions. Teachers with pronounced constructivist beliefs on teaching and learning implement strategies of formative assessment more likely than teachers with less constructivist beliefs. The work provides initial indications that the use of informal assessment methods and procedures is associated with a stronger tendency towards task-related differentiation. The results suggest that formative assessment represents a promising approach to effective assessment and teaching, which is already being implemented in current classroom practice in the perspective of primary school teachers. However, particular attention should be paid to the application and pedagogical use of appropriate assessment methods and procedures.


TG 51


01.06.2013 bis 01.06.2018

Zuletzt aktualisiert: Mittwoch, 11. April 2018 10:24