Сoaching-Based Professional Development as a Tool for Improving Teachers’ Teaching Practice through Formative Assessment and Digital Educational Resources
(Action Research)

Introduction

In this context, one of the effective ways to support teachers’ professional development within the school environment is coaching-based action research. Over the past three to four years, approximately 20 young teachers have joined our school. To support their professional growth, experienced coach teachers have conducted coaching sessions. Coaching organizes collaborative professional learning and allows teachers to consciously analyze their practice. Based on school-based coaching experience, this study examines ways to improve teachers’ teaching practices through the use of formative assessment and digital educational resources.

The challenge of implementing formative and criterion-based assessment is particularly evident among novice teachers. While early-career teachers often demonstrate openness to innovation, they may lack sufficient assessment literacy and confidence to apply formative assessment strategies consistently and effectively. Additionally, the increasing availability of digital educational resources and online assessment tools presents both opportunities and challenges. Without targeted professional support, teachers may struggle to align digital tools with learning objectives and assessment criteria in a pedagogically meaningful way.

Professional development plays a critical role in addressing these challenges. Traditional professional development models, which are typically short-term and externally driven, have been criticized for their limited impact on sustained classroom practice. In contrast, school-based professional development approaches emphasize contextualized learning, collaboration, and reflection. Coaching, in particular, has gained increasing attention as an effective model for supp Grounded in sociocultural learning theory and the principles of collaborative professional inquiry, coaching creates opportunities for teachers to engage in shared reflection within their zone of proximal development (Vygotsky, 1978). 

Research Problem

In school practice, assessment is often limited to summative assessment conducted at the end of instruction and is not fully used as a tool for improving teaching and learning. Due to the fact that 40% of the teaching staff consists of young specialists, certain challenges have arisen. During the study, it was found that young teachers tend to perceive assessment as a control mechanism or a means of comparing students. Such perceptions hinder students’ active participation in the learning process and their ability to take responsibility for their own learning.

In addition, formative assessment, criterion-based assessment, and digital educational resources introduced into the education system have not been equally integrated into all teachers’ practices. Especially for teachers accustomed to traditional teaching approaches, understanding and applying these methods requires professional support. Therefore, studying the impact of school-based coaching on teachers’ professional development is a relevant issue.

Research Question

The main research question of this action research is formulated as follows:

How does coaching-based professional development within a school influence teachers’ practical use of formative assessment and digital educational resources?

Sub-questions:

• How does experiencing the role of a student change teachers’ perceptions of assessment?
• How does collaborative discussion of criterion-based assessment shape understanding of assessment fairness?
• How does coaching based on Bloom’s Taxonomy influence lesson planning skills?

Theoretical Framework

The study is based on the seven modules of the educational program developed by the University of Cambridge. In particular, the modules Assessment for Learning and Assessment of Learning, Teaching Critical Thinking, Learning How to Learn, and Leadership were used as the theoretical foundation.

Formative assessment is considered by Black and Wiliam as an effective tool for improving the quality of teaching. Assessment should help learners understand their current achievements and identify their next learning steps. Vygotsky’s theory of the Zone of Proximal Development explains collaborative professional learning among teachers during coaching. In addition, dialogic teaching and metacognition theories provide a basis for conscious reflection on teaching practice.

Research Methodology The study was conducted as qualitative action research. The main method was the organization of school-based coaching sessions. The research consisted of four stages: identifying teachers’ professional needs, planning coaching topics, conducting coaching sessions, and reflection. To help young teachers improve assessment practices and effectively use LED televisions in lessons, experienced teachers planned coaching sessions according to identified needs. To achieve meaningful results, experienced coach teachers conducted coaching sessions on the following topics: 1. Formative assessment: How do we motivate students to learn? 2. Criterion-based assessment as the key to fair assessment 3. Common mistakes in developing descriptors 4. Self- and peer-assessment as a way to increase student responsibility 5. Assessment and teaching: How can we integrate them? 6. Artificial intelligence: Is it a teacher’s assistant? 7. Effective use of online platforms 8. Digital assessment: Saving time and improving quality 9. Padlet, Kahoot, Quizizz: How can we use them in assessment? Coaching sessions were organized in a 60–80-minute format and structured according to Bloom’s Taxonomy levels. By engaging teachers in student-role activities, formative assessment, self-assessment, and peer-assessment methods were demonstrated in practice. Data Collection and Analysis Data were collected from multiple sources, including pre- and post-coaching questionnaires, observation notes, teachers’ written and oral reflections, feedback tools (KWL charts, Blob Tree), group tasks and posters, and research lessons conducted collaboratively by mentors and young teachers. The collected data were analyzed using content analysis, which revealed changes in teachers’ professional perceptions.

The results revealed a significant shift in participating teachers’ understanding of assessment. Teachers moved from viewing assessment as a final outcome of instruction to recognizing it as a continuous tool for enhancing the learning process. By the end of the study, young teachers developed clear, measurable criteria and descriptors for learning tasks. Because assessment criteria were shared with students in advance, learners gained a clear understanding of expectations, which improved transparency and perceptions of fairness. The implementation of criterion-based assessment increased trust in the assessment process and supported consistent evaluation practices. In addition, the effective use of formative assessment strategies—such as timely feedback, questioning, and opportunities for error correction—enabled students to monitor their learning progress and contributed to gradual improvements in academic performance. Teachers also demonstrated improved competence in lesson planning through the use of Bloom’s Taxonomy and became more effective in selecting digital educational resources aligned with learning objectives. School-based coaching strengthened professional confidence, promoted reflective practice, and enhanced collegial collaboration among teachers. To sum up action research confirms that school-based coaching has a positive impact on teachers’ professional development, particularly in improving assessment practices. Coaching created supportive conditions for the effective use of formative assessment, digital resources, and reflective teaching strategies. Assessment-focused training, collaborative analysis, and experience sharing led to the development of a more systematic and consistent assessment approach. Furthermore, the integration of Bloom’s Taxonomy as a coaching framework supported the design of higher-order thinking tasks aligned with learning objectives. Overall, the findings highlight the importance of coaching as a sustainable, school-based professional development model that enhances teaching effectiveness and assessment quality, especially for early-career teachers.

Boer, S. (2025). A Review of Instructional Coaching Model: The Support for Novice Teachers. Journal of Education and Educational Research, 5(3). DOI:10.54097/jeer.v5i3.13729 — Examines instructional coaching and mentorship integration to support novice teachers’ professional practice and resilience. Blended mentoring networks support novice teachers’ professional growth through collaborative structures. Professional Growth of Novice and Experienced STEM Teachers. Journal of Science Education and Technology, 31, 129–142. DOI:10.1007/s10956-021-09936-X — Investigates multi-level mentoring systems and their contribution to professional growth dimensions of teachers. Educators’ professional learning experiences have differential effects on self-perceived professional growth. Exploring the Effects of Professional Learning Experiences on In-Service Teachers’ Growth: A Systematic Review. Education Sciences, 15(2), 146. DOI:10.3390/educsci15020146 — Reviews formal and informal PD models, including coaching, mentorship, collaboration, and reflective practices. Mukanova, S., & Akifieva, O. (2024). Issues of Teachers’ Professional Development in the Works of Modern Researchers. Высшая школа Казахстана — Surveys major global trends and approaches in teacher professional development research from Scopus and other databases. Yegenissova, A. (2025). Professional Development of Novice Teachers: A Review of International Experience. Pedagogy and Psychology, 62(1), 105–113. DOI:10.51889/2960-1649.2025.62.1.012 — Compares international novice teacher PD systems and identifies best-practice elements for sustained support. Rozhina, E. V., Nugumanova, L. N., et al. (2025). The Role of Mentoring in the Professional Development of a Teacher. Integration of Education, 29(4), 698–710. DOI:10.15507/1991-9468.029.202504.698-710 — Explores the motivation and key factors influencing mentoring effectiveness in PD programs. Karamatdinova, G. (2025). Continuing Professional Development and Novice Teachers in Nukus, Uzbekistan: Evidence from a Mixed-Methods Field Study. Евразийский журнал академических исследований, 5(9), 176–182 — Mixed-methods analysis of CPD engagement and its effects on novice teacher performance and professional agency. Wahab, N. A., Ali, D. F., & Ahmad, A. R. (2024). Professional Development for Novice TVET Teachers: A Systematic Review. International Journal of Academic Research in Progressive Education and Development, 13(4), 2669–2692 — Systematic review on PD strategies, mentorship, and competencies for novice vocational educators. Novice teachers and embracing struggle: Dialogue and reflection in professional development. Teaching and Teacher Education: Leadership and Professional Development, 1, 100002. DOI:10.1016/j.tatelp.2022.100002 — Discusses reflective dialogue workshops designed to support novice teachers in early career stages. The Role of the Mentor in Supporting New Teachers: Associations with Self-Efficacy, Reflection, and Quality. Integration of Education — Highlights mentoring’s impact on novice teachers’ self-efficacy, reflection, and continued professional growth.