Thus, this conference is concerned with research on promoting formative assessment. The role of Teacher Professional Development (TPD) is stressed. Strengths and limitations of different approaches to TPD are identified. We argue for the importance of establishing stronger links between research on TPD and educational effectiveness research.
In this context, we critically discuss the theoretical framework of a European project aiming to promote formative assessment. Through this project, a framework for measuring teachers’ professional skills in assessment has been proposed and a TPD course on student assessment has been developed and evaluated by investigating its impact on improving teachers’ skills in assessment and on promoting student learning outcomes (cognitive and meta-cognitive).
Thus, the main results of this project are presented. In addition, teachers share their experiences from participating in this project and different stakeholders draw implications of the findings of this project for improving policy and practice. Finally, researchers will explore the possibilities of utilising theory-driven and evidence-based approaches to design national policies on formative assessment in order to promote quality in education.
The conference will take place online via ZOOM. You can register to the conference (free of charge) until April 20, 2021, by following the link https://ucy.zoom.us/meeting/register/tJ0rcOurrzktGdUmG7arVnWVS7R2hrKYDVrh. After registering, you will receive an automatic email with the link for joining the conference.
For queries, please contact This email address is being protected from spambots. You need JavaScript enabled to view it.
The Invitation of the conference can be found here
The Schedule of the conference can be found here
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Presentations
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Integrating research on teacher professional development and educational effectiveness: The dynamic approach - Panayiotis Antoniou, University of Cyprus |
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Promoting formative assessment in mathematics: The impact of a teacher professional development program based on the dynamic approach - Leonidas Kyriakides, Evi Charalambous, & Andria Dimosthenous, University of Cyprus |
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Formative evaluation in mathematics: An exploration of teachers’ attitudes, self-efficacy and experiences - Tine Mombaers, University of Antwerp, Belgium |
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Τhree secondary teachers explore students' understanding of mathematics through formative assessment - Εirini Kouletsi, Kalliopi Ardavani & Eleni Tsoukala, Secondary Mathematics Teachers, Greece |
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Using formative assessment in helping students understand geometrical concepts: The case of area - Polyxeni Tsitsa, Secondary Mathematics Teacher, Greece |
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My experience in applying formative assessment strategies in my classes: An application in the addition of rational numbers - Aggela Ellina, Secondary Mathematics Teacher, Cyprus |
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How I have created a positive learning environment and effectively used homework assignments for formative assessment - Katerina Nikolaou, Secondary Mathematics Teacher, Cyprus |
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Searching for stages of teacher assessment skills to improve assessment practice: A European study - Margarita Christoforidou, University of Cyprus - Jitske de Vries, University of Twente, the Netherlands |
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The implementation of formative assessment strategies in the mathematics classroom in the context of a professional development program - Danai Dafnopoulou, National and Kapodistrian University of Athens, Greece |
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The impact of an assessment for learning teacher professional development programme on student learning - Jitske de Vries, University of Twente |
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Flemish student perspectives on evaluation and feedback - Rania Fahi, VSK (Flemish Pupils' Council), Belgium |
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Student assessment processes in Cyprus: The transition to formative assessment, policy perspectives and practice - Ioannis Ioannou, Ministry of Education, Culture, Sport and Youth, Cyprus |
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Learning and assessment in mathematics: Is it possible to integrate? - Prof. Leonor Santos, University of Lisbon, Portugal |
