Developing Measures of Teacher and Student Understanding in Relation to Learning Trajectories

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CPRE Conference Presentations and Papers
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OGAP
NSF
Ongoing Assessment
Educational Methods
Elementary Education
Science and Mathematics Education
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Ebby, Caroline
Sirinides, Philip
Supovitz, Jonathan
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Abstract

This paper describes the impact of the OGAP intervention on teachers’ ability to use formative assessment data for instructional decision making. We measured this construct both before and after one and two years of the intervention with an instrument developed to measure teacher knowledge of student thinking in the activity of looking at and responding to student work. We begin with an overview of the design and development of the TASK instrument, and then present quantitative and qualitative findings on the impact on teacher responses.

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2017-05-01
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Annual Meeting of the American Educational Research Association
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<p>May 1, 2017</p>
2023-05-17T19:09:08.000
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<p>San Antonio, TX.</p>
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This research was funded by the National Science Foundation (grant no. DRK-12 1316527). Any opinions expressed in this paper are those of the authors' and do not necessarily reflect the views of the National Science Foundation.
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