Searching for differential effects of the dynamic approach to teacher professional development: a study on promoting formative assessment

The Dynamic Approach (DA) to Teacher Professional Development (TPD) stresses the importance of identifying specific needs and improvement priorities for each teacher. A framework measuring teacher assessment skills was used and teachers were classified into three stages. The skills identified at each stage were used to make decisions in relation to the focus and content of the TPD course. A study in four European countries (i.e. Belgium, Cyprus, Greece and the Netherlands) was conducted. Teachers (N = 206) were randomly allocated into two groups (experimental and control group). A questionnaire measuring teachers’ skills in assessment and tests measuring students’ learning outcomes in mathematics (cognitive and metacognitive) were administered at the beginning and the end of the course. The DA was effective in improving the assessment skills of teachers at all stages. Differential effects of DA on promoting student learning outcomes in mathematics were identified. Implications of the findings are discussed.