Formative Assessment vs Accountability: Use of Value-added Analysis in Teacher Professional Development Research.

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Published: Jul 8, 2018
DOI: https://doi.org/10.19241/lll.v14i31.110

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Giuseppina Castellana
università Sapienza
Cristiano Corsini
Università d’Annunzio di Chieti-Pescara

Abstract





The paper presents the results of a longitudinal Teacher Professional Development Research based on formative assessment and aimed at the improvement of students’ reading literacy by means of metacognitive and self-regulatory instructional strategies. Value-added analysis has been used in order to asses the effectiveness of the instructional program.





Article Details

Issue
Vol 14 No 31 (2018): Assessment
Section
Research
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Creative Commons License


This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.