Date of this Version
Name of Conference
Annual Meeting of the American Educational Research Association
San Antonio, TX.
May 1, 2017
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.
Please do not cite without permission from the authors.
OGAP, NSF, Ongoing Assessment
Date Posted:07 December 2017