Karolin Maskos (Zürich University of Teacher Education)
Title: Formative peer and self-assessment and mathematical outcomes: an interdisciplinary RCT in Swiss primary schools
This study examines the effects of formative peer and self-assessment on primary school students’ mathematics achievement. Therefore, classes were randomly assigned to peer or self-assessment intervention group or a waiting list control group. Teachers of intervention groups participated in a prior professional development program on how to implement formative assessment in their classes. Student data was collected in a pre-post-follow-up design with mathematics achievement tests. I will present findings of linear mixed models.
Madelon Jacobs (Research Centre for Education and the Labour Market, Maastricht University)
Title: School meals and learning outcomes: Evidence from Dutch Disadvantaged Schools
This study examines the impact of a School Meal Program in the Netherlands on the educational outcomes of primary students. The program supports schools with over 30% disadvantaged students by funding free meals or grocery vouchers. Using a fuzzy regression discontinuity design, we compare students in eligible and non-eligible schools. We also conducted a survey among schools offering free meals to gather information on implementation. I will present preliminary findings.