Ackerlauer P (2025)
Publication Language: English
Publication Type: Journal article, Report
Publication year: 2025
Book Volume: 30
Journal Issue: 6
Open Access Link: https://www.tandfonline.com/journals/rtde20
Educational reforms have increasingly emphasized the use of formative digital
assessments, with the implementation of QUOP in Upper Austria as a key example. While
much of the existing research explores how such digital tools support formative feedback
in classrooms with ongoing teacher support, there is limited understanding of how
teachers independently engage with these tools over time. This study examines five
primary school teachers in Austria who used QUOP with minimal external support over
a period of four years. Our central research question was: To what extent can teachers
using QUOP without training handle data for formative purposes and improve
independently over time? The results showed that while teachers moved from symbolic
to pragmatic and sometimes unsystematic data use, achieving a fully systematic approach
required converging several critical factors. Teachers with limited experience and low
perceived usefulness of digital tools struggled to move beyond basic data use, though
cooperation among teachers led to more consistent formative feedback practices.
Challenges included aligning long-term instructional planning with curriculum standards
and addressing the diverse needs of students in large, performance-oriented classrooms.
Our findings suggest that while QUOP is intuitive and can be adopted with minimal
training, its sustained and effective use requires strong foundations in mathematics, data
analysis, and supportive teaching environments. Thus, this study highlights the
importance of fostering teachers’ mathematical knowledge and data literacy, as well as
cultivating collaborative school cultures.
APA:
Ackerlauer, P. (2025). Digital Assessment Data to Provide Formative Feedback in Mathematics: A Longitudinal Study of Teachers’ Engagement with QUOP in Austria. Teacher Development, 30(6).
MLA:
Ackerlauer, Petra. "Digital Assessment Data to Provide Formative Feedback in Mathematics: A Longitudinal Study of Teachers’ Engagement with QUOP in Austria." Teacher Development 30.6 (2025).
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