Measuring teachers' use of formative assessment: . A learning progressions approach. Why formative assessment?.
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The Enacted Task
Stein, Remillard, & Smith (2007)
Scherrer & Stein (In Press)
Initiate participation in classroom discussions
Respond to students contributions during a discussion
In this example, the teacher did not “do” anything with the student responses.
In this example, the teacher asked an open-ended question, gathered an additional response to that question, and then connected the two responses.
Item response theory can model a “learning progression” within a particular domain. For example:
Pamela Moss, University of Michigan
Mark Wilson, University of California, Berkeley
Goal is to develop an assessment systemthat:
The research team identified the ways in which student teachers can learn to use formative and summative assessment to guide their students’ learning.
Bill Conrad Jimmy Scherrrer
Santa Clara County Office of Education [email protected]
Brent Duckor, Ph.D. Diana Wilmot, Ph.D.
Assistant Professor Coordinator, Research & Evaluation
College of Education Palo Alto Unified School District
San Jose State University [email protected]
Amy Dray, Ph.D.
UC Berkeley Graduate School of Education