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ERIC Number: ED520526
Record Type: Non-Journal
Publication Date: 2011-May
Pages: 35
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: N/A
Using Key Conceptual Ideas to Improve Teacher Use of Formative Assessment Data. CRESST Report 794
Vendlinski, Terry P.; Phelan, Julia
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Making the transition from arithmetic to mathematics, especially algebra, is critical to future academic and economic success, yet many students find this transition difficult and success in algebra elusive. This paper reports on the outcomes achieved from a three year course of professional development, POWERSOURCE[c], that helped teachers apply key foundational concepts and formative assessment to math content studied in the 6th, 7th, and 8th grade. The POWERSOURCE[c] project associated with the professional development reported here found significant gains from students' pretests to students' posttests. Our findings suggest that these gains were associated with changes in teacher thinking and that such change may be easier for more experienced math teachers in earlier rather than later middle school grades. Directions for completing the knowledge map, as well as the complete list of concepts and links is provided in the appendix. (Contains 17 tables.)
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: Numerical/Quantitative Data; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing; University of California, Los Angeles, Center for the Study of Evaluation