ERIC Number: ED495847
Record Type: Non-Journal
Publication Date: 2006-Dec
Reference Count: 46
Developing Expertise with Classroom Assessment in K-12 Science: Learning to Interpret Student Work Interim Findings from a 2-Year Study. CSE Technical Report 704
Gearhart, Maryl; Nagashima, Sam; Pfotenhauer, Jennifer; Clark, Shaunna; Schwab, Cheryl; Vendlinski, Terry; Osmundson, Ellen; Herman, Joan; Bernbaum, Diana J.
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
This article reports findings on growth in three science teachers' expertise with interpretation of student work over one year of participation in a program. The program was designed to strengthen classroom assessment in the middle grades. Using a framework for classroom assessment expertise, the authors analyzed patterns of teacher learning, and the roles of the professional program and the quality of the assessments provided with teachers' instructional materials. (Contains 6 tables, 1 figure, and 4 footnotes.) [For related article under the same title, see EJ742527.]
Descriptors: Program Effectiveness, Instructional Materials, Elementary Secondary Education, Science Teachers, Student Evaluation, Middle School Teachers, Faculty Development, Interviews, Formative Evaluation
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Publication Type: Reports - Research
Education Level: Elementary Secondary Education; Grade 6; Grade 8; Middle Schools
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.