Secondary school teachers' use of online formative assessment during COVID-19 lockdown: Experiences and lessons learned.

Introduction: During the COVID-19 lockdown in 2020, teachers had to shift their teaching and assessment to online. Formative assessment (FA) can help teachers to engage, guide and monitor students' (online) learning. However, more knowledge is needed of how teachers could use the full FA process online.

The differential effect of the teacher-student interpersonal relationship on student outcomes for students with different ethnic backgrounds.

Background: The differential effectiveness of schools and teachers receives a growing interest, but few studies focused on the relevance of student ethnicity for this effectiveness and only a small number of these studies investigated teaching in terms of the teacher-student interpersonal relationship. Furthermore, the methodology employed often restricted researchers to investigating direct effects between variables across large samples of students.

Aims: This study uses causal modelling to investigate associations between student background characteristics, students' perceptions of the teacher-student interpersonal relationship, and student outcomes, across and within several population subgroups in Dutch secondary multi-ethnic classes.