CPRE Conference Presentations and Papers
Date of this Version
5-1-2017
Document Type
Conference Paper
Name of Conference
Annual Meeting of the American Educational Research Association
Conference Place
San Antonio, TX.
Conference Date
May 1, 2017
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.
Copyright/Permission Statement
Please do not cite without permission from the authors.
Keywords
OGAP, NSF, Ongoing Assessment
Included in
Educational Methods Commons, Elementary Education Commons, Science and Mathematics Education Commons
Date Posted: 08 December 2017
Comments
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.