The impact of an assessment for learning teacher professional development program on students’ metacognition

Assessment for learning (AfL) can facilitate students’ development of metacognition. However, teachers often struggle with the implementation AfL in their classroom. The dynamic approach help develop professionally complex competency that is AfL. based on four principles: (a) addressing professional needs teachers, (b) integrating skills, (c) explaining underlying mechanisms, and (d) implementing support feedback. In this experimental study, we investigated effect metacognition an teacher program secondary mathematics (nteachers = 47, nstudents 803). We found a statistically significant positive ability to predict (d 0.24) evaluate 0.22), but not plan.