TASK: A Measure of Learning Trajectory-Oriented Formative Assessment

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dc.contributor.authorSupovitz, Jonathan A
dc.contributor.authorSirinides, Philip M
dc.contributor.authorEbby, Caroline Brayer
dc.contributor.authorSirinides, Philip M
dc.date2023-05-17T11:21:48.000
dc.date.accessioned2023-05-22T13:06:12Z
dc.date.available2023-05-22T13:06:12Z
dc.date.issued2013-06-01
dc.date.submitted2015-04-20T10:09:56-07:00
dc.description.abstractThis 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.
dc.description.comments<p><a href="http://www.cpre.org/task-report" target="_blank">View on the CPRE website</a>.</p>
dc.identifier.urihttps://repository.upenn.edu/handle/20.500.14332/8428
dc.legacy.articleid1009
dc.legacy.fields10.12698/cpre.2013.taskir01
dc.legacy.fulltexturlhttps://repository.upenn.edu/cgi/viewcontent.cgi?article=1009&amp;context=cpre_researchreports&amp;unstamped=1
dc.source.issue73
dc.source.journalCPRE Research Reports
dc.source.statuspublished
dc.subject.otherCurriculum and Instruction
dc.subject.otherCurriculum and Social Inquiry
dc.subject.otherEducational Assessment, Evaluation, and Research
dc.subject.otherEducational Methods
dc.subject.otherElementary Education and Teaching
dc.subject.otherJunior High, Intermediate, Middle School Education and Teaching
dc.subject.otherScience and Mathematics Education
dc.titleTASK: A Measure of Learning Trajectory-Oriented Formative Assessment
dc.typeReport
digcom.contributor.authorisAuthorOfPublication|email:JONS@GSE.UPENN.EDU|institution:University of Pennsylvania|Supovitz, Jonathan A
digcom.contributor.authorEbby, Caroline Brayer
digcom.contributor.authorisAuthorOfPublication|email:sirinide@upenn.edu|institution:University of Pennsylvania|Sirinides, Philip M
digcom.identifiercpre_researchreports/73
digcom.identifier.contextkey7007897
digcom.identifier.submissionpathcpre_researchreports/73
digcom.typereport
dspace.entity.typePublication
relation.isAuthorOfPublicationc2afaa04-32fb-4fa7-a2b8-ecdf91d1fea7
relation.isAuthorOfPublication4dbf894b-ecdb-4b64-bde1-1daef0ba5e09
relation.isAuthorOfPublication.latestForDiscoveryc2afaa04-32fb-4fa7-a2b8-ecdf91d1fea7
upenn.schoolDepartmentCenterCPRE Research Reports
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