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

Authors

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

DOI:

https://doi.org/10.19241/lll.v14i31.110

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.

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Published

08-07-2018

How to Cite

Castellana, G., & Corsini, C. (2018). Formative Assessment vs Accountability: Use of Value-added Analysis in Teacher Professional Development Research. Lifelong Lifewide Learning, 14(31), 56–78. https://doi.org/10.19241/lll.v14i31.110

Issue

Vol. 14 No. 31 (2018): Assessment

Section

Research

License

Gli autori che pubblicano su questa rivista accettano le condizioni previste dalla licenza Creative Commons Attribution-NonCommercial-NoDerivatives 4.0:

Creative Commons License


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