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@article{Aust.2026,
 abstract = {Only limited evidence exists on how to best make the effective yet broad concept of formative assessment (FA) accessible to teachers. Thus, this study investigated the effects of two differently structured FA approaches (curriculum-embedded assessment [CE] vs. planned-for-interaction assessment [PI]) on implementation outcomes over time. A total of N = 118 mathematics teachers participated in a six-session professional development program offered over one school year and implemented one of the two approaches in their classrooms. Implementation success was assessed via teachers’ self-reports. Hierarchical linear models for repeated measurement revealed higher ratings for CE for the initial phase of implementation. Over time, differences between the approaches decreased for feasibility and cooperation, but remained quite constant in terms of acceptability, fidelity and perceived learning outcome. The approaches did not significantly differ regarding sustainability. Thus, for implementing FA, it seems worthwhile to provide teachers with clear guidelines and an explicit structure.},
 author = {Aust, Larissa and Linker, Jeanne-Celine and Eichholz, Luise and Schiffer, Jana and Nührenbörger, Marcus and Selter, Christoph and Souvignier, Elmar},
 year = {2026},
 title = {{Implementing Formative Assessment Into School Practice: A Matter of Structuring the Intervention?}},
 url = {https://journals.sagepub.com/doi/10.1177/00224871251350680},
 pages = {138--153},
 volume = {77},
 number = {2},
 doi = {10.1177/00224871251350680}
}


@article{Aust.2025,
 abstract = {Um Lernschwierigkeiten beim Mathematiklernen frühzeitig vorzubeugen, müssen Lehrkräfte die Lernausgangslagen der Schülerinnen und Schüler erkennen und gezielt daran anknüpfen. Das FÖDIMA-Konzept zeigt auf, wie diagnosegeleitete Förderung im inklusiven Anfangsunterricht praktisch umgesetzt werden kann. Kern des Konzepts sind zwei systematisch verzahnte diagnostische Instrumente – Standortbestimmungen und diagnostische Gespräche – und darauf abgestimmte Förderanregungen, bei deren Einsatz die Lehrkraft durch ausgearbeitete Unterrichtsmaterialien unterstützt wird. Eine Vielzahl bereitgestellter Zusatzmaterialien sowie ein Qualifizierungsprogramm unterstützen eine nachhaltige Unterrichtsentwicklung. Der Beitrag gibt einen Überblick über theoretische Hintergründe, zentrale konzeptionelle Bausteine und erste Erkenntnisse zur Wirksamkeit des Konzepts.},
 author = {Aust, L. and Baldus, A. and Eichholz, L. and Lenhart, J. and Linker, J.-C. and Nührenbörger, M. and Schiffer, J. and Selter, C. and Weiß, B. and Souvignier, E.},
 year = {2025},
 title = {{Unterstützungsmaßnahmen zur Umsetzung diagnosebasierter, differenzierter Förderung im mathematischen Anfangsunterricht}},
 url = {https://www.researchgate.net/publication/400247459_Unterstutzungsmassnahmen_zur_Umsetzung_diagnosebasierter_differenzierter_Forderung_im_mathematischen_Anfangsunterricht},
 pages = {504--5013},
 volume = {76},
 number = {12}
}


@article{Aust.2025b,
 abstract = {Student achievement has been found to benefit from formative assessment (FA), but only few studies have directly compared different FA approaches. In the present study, two differently structured FA approaches were compared: While teachers in the first experimental group (curriculum-embedded assessment (CE), 19 classes, N = 431students) used written task sets for assessment, teachers in the second experimental group (planned-for-interaction assessment (PI), 22 classes, N = 492 students) were trained in conducting focused conversations for assessment with their students throughout the school year. Results suggest a slight advantage of CE in terms of math achievement, whereas PI was associated with significantly higher scores on the variable need for cognition. Students’ academic self-concept did not differ between groups, and results were not affected by students’ achievement level or teacher characteristics. Consequently, it seems promising to combine the highly structured CE approach with the more flexible PI approach.},
 author = {Aust, Larissa and Linker, Jeanne-Celine and Eichholz, Luise and Schiffer, Jana and Nührenbörger, Marcus and Selter, Christoph and Souvignier, Elmar},
 year = {2025},
 title = {{How much formalization of assessment methods is useful when implementing formative assessment in second grade mathematics classrooms?}},
 url = {https://www.sciencedirect.com/science/article/pii/S0361476X25000414?via%3Dihub},
 pages = {102376},
 volume = {81},
 number = {2},
 doi = {10.1016/j.cedpsych.2025.102376}
}


@incollection{Schiffer.2025,
 author = {Schiffer, Jana and Lenhart, Janina and Nührenbörger, Marcus and Aust, Larissa and Baldus, A. and Eichholz, Luise and Linker, Jeanne-Celine and Weiß, Ben},
 title = {{Förderorientierte Diagnostik und diagnosebasierte Förderung im mathematischen Anfangsunterricht}},
 urldate = {11.05.2026},
 pages = {173--183},
 publisher = {{BIELEFELD UNIVERSITY PRESS}},
 isbn = {9783691290110},
 editor = {Streit-Lehmann, Julia and Hoth, Jessica},
 booktitle = {{Diagnostik und Förderung mathematischer Basiskompetenzen in der Grundschule und an ihren Übergängen}},
 year = {2025},
 doi = {10.64136/igbb3218}
}


@incollection{Aust.,
 author = {Aust, Larissa and Schiffer, Jana and Lenhart, Janina and Eichholz, Luise and Giesen, Antonia and Linker, Jeanne-Celine and Nührenbörger, Marcus and Selter, Christoph and Souvignier, Elmar and Weiß, Ben},
 title = {{Das Projekt FÖDIMA – Förderorientierte Diagnostik im inklusiven mathematischen Anfangsunterricht}},
 url = {https://www.waxmann.com/shop/download?tx_p2waxmann_download%5Baction%5D=download&tx_p2waxmann_download%5Bbuchnr%5D=4960&tx_p2waxmann_download%5Bcontroller%5D=Zeitschrift&cHash=bb6ec621dd1e7e65b400b2dd78640630},
 pages = {169--188},
 volume = {1},
 doi = {10.31244/9783830999607}
}


@incollection{Eichholz.,
 author = {Eichholz, Luise and Linker, Jeanne-Celine and Aust, Larissa and Hess, Petra and Nührenbörger, Marcus and Römer, Sina and Selter, Christoph and Souvignier, Elmar and Wember, Franz},
 title = {{Formative assessment in early mathematics teaching - a comparison of two different approaches}},
 url = {https://hal.science/hal-03753468v1/document}
}