2024
DOI: 10.1002/rev3.70009
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A learning theory‐based exploratory analysis of teacher professional development interventions for formative assessment

J. A. de Vries,
A. J. Visscher,
K. Schildkamp

Abstract: There is substantial evidence in cognitive psychology for the effectiveness of learning theory‐based principles, such as activating prior knowledge or retrieval practice, for learning. In this exploratory study, we analysed to what degree such learning theory‐based principles are applied in teacher professional development (TPD) interventions for formative assessment and how, and whether differences in the use of these principles between TPD interventions explain differences in the effectiveness of such interv… Show more

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