The impact of a teacher professional development program in formative assessment on mathematics teachers’ classroom practice

This study is a sub study in a project about a comprehensive professional development program (PDP) for mathematics teachers in formative assessment (FA). My aim is to investigate in which ways the participating teachers’ classroom practice change, due to the delivered PDP, and also to identify reasons for the changes and the variation in changes. Fourteen randomly chosen mathematics teachers in secondary school participated in the PDP. The teachers were interviewed and their classroom practice observed before and after the PDP. They have also answered two questionnaires. Preliminary results show that all teachers were motivated to change and did change their practice, but to varying degrees. Factors that were important for the change to take place have been identified