Date of this Version
This interactive electronic report provides an overview of an innovative new instrument developed by CPRE researchers to authentically measure teachers’ formative assessment practices in mathematics. The Teacher Analysis of Student Knowledge, or TASK, instrument assesses mathematics teachers’ knowledge of formative assessment and learning trajectories, important components of the instructional knowledge necessary to teach to the high expectations of the Common Core State Standards (CCSS).
Researchers found that the majority of teachers of mathematics in grades K-10 in urban and urban fringe districts focused on their students' procedural skills rather than their conceptual understandings, indicating that there is significant room for growth in teacher capacity to identify, interpret, and respond to students' conceptual understanding.
Supovitz, Jonathan A.; Ebby, Caroline Brayer; and Sirinides, Philip M. (2013). TASK: A Measure of Learning Trajectory-Oriented Formative Assessment. CPRE Research Reports.
Retrieved from https://repository.upenn.edu/cpre_researchreports/73
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Science and Mathematics Education Commons
Date Posted: 06 July 2015