ABSTRACT
Technology-assisted environments made it easier and faster to access various learning data that had never been accessed before. It is critical for the quality of the learning outcomes that teachers understand this learning data, design feedback for students to monitor their learning processes, and support students in achieving their learning goals. One of the defined roles for teachers is analyst; with this role, teachers are expected to use the technology effectively to design and implement formative assessments to meet the students’ needs and provide guidance on their learning process. Professional development opportunities should be offered to serve in becoming an analyst teacher. Hence, it was aimed to develop a professional development programme based on the educational design research method, through three micro-cycles as analysis and exploration, design and construction, and evaluation and reflection. Twenty teachers from different fields attended the professional development (PD) programme. As a result of the evaluation, it was determined that the quality perceptions of the teachers towards the professional development programme were high, and their self-efficacy to use formative assessment increased.
