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Please do not cite without permission from the authors.

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.

Keywords

OGAP, NSF, Ongoing Assessment

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Date Posted:07 December 2017