Impacts of professional development in classroom assessment on teacher and student outcomes
| Autor: | Andrea D. Beesley, Helen Apthorp, Bruce Randel, Xin Wang, Tedra Clark |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
Implementation fidelity
media_common.quotation_subject Knowledge level 05 social sciences Professional development 050401 social sciences methods 050301 education Fidelity Impact study computer.software_genre Education Test (assessment) Formative assessment 0504 sociology Educational assessment ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education 0503 education computer media_common |
| Zdroj: | The Journal of Educational Research. 109:491-502 |
| ISSN: | 1940-0675 0022-0671 |
| DOI: | 10.1080/00220671.2014.992581 |
| Popis: | The authors describe an impact study of Classroom Assessment for Student Learning (CASL), a widely used professional development program in classroom and formative assessment. Researchers randomly assigned 67 elementary schools to receive CASL materials or continue with regularly scheduled professional development. Teachers in CASL schools formed learning teams, trained with CASL materials, and implemented CASL in their classrooms under real-world conditions and without any involvement of, or requirements from, the researchers. Analysis of all schools and 9,596 students failed to yield statistically significant impacts of CASL on student mathematics achievement as measured by the statewide test. Impact analyses with 231 teachers yielded statistically significant positive impacts of CASL on teacher knowledge of assessment and the frequency of student involvement in classroom assessment. No statistically significant impacts were found on teachers' assessment practice. CASL implementation fidelity wa... |
| Databáze: | OpenAIRE |
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