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ERIC Number: ED502625
Record Type: Non-Journal
Publication Date: 2008-Aug
Pages: 20
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: N/A
From Evidence to Action: A Seamless Process in Formative Assessment? CRESST Report 741
Heritage, Margaret; Kim, Jinok; Vendlinski, Terry P.; Herman, Joan L.
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Based on the results of a generalizability study (G study) of measures of teacher knowledge for teaching mathematics developed at The National Center for Research, on Evaluation, Standards, and Student Testing (CRESST) at the University of California, Los Angeles, this report provides evidence that teachers are better at drawing reasonable inferences about student levels of understanding from assessment information than they are in deciding the next instructional steps. We discuss the implications of the results for effective formative assessment and end with considerations of how teachers can be supported to know what to teach next. (Contains 2 tables, 2 figures, and 1 footnote.)
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 - Evaluative
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing
Identifiers - Location: California