NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED540594
Record Type: Non-Journal
Publication Date: 2012-Oct
Pages: 131
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: N/A
The Impact of Short-Term Science Teacher Professional Development on the Evaluation of Student Understanding and Errors Related to Natural Selection. CRESST Report 822
Buschang, Rebecca E.
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
This study evaluated the effects of a short-term professional development session. Forty volunteer high school biology teachers were randomly assigned to one of two professional development conditions: (a) developing deep content knowledge (i.e., control condition) or (b) evaluating student errors and understanding in writing samples (i.e., experimental condition). A pretest of content knowledge was administered, and then the participants in both conditions watched two hours of online videos about natural selection and attended different types of professional development sessions lasting four hours. Significant differences between conditions in favor of the experimental condition were found on participant identification of critical elements of student understanding of natural selection and content knowledge related to natural selection. Results suggest that short-term professional development sessions focused on evaluating student errors and understanding can be effective at focusing a participant's evaluation of student work on particularly important elements of student understanding. Results have implications for understanding the types of knowledge necessary to effectively evaluate student work and for the design of professional development. Appended are: (1) ASR Task; (2) Natural Selection Pretest; (3) Content Knowledge Open-Ended Questions Scoring Guide; (4) Natural Selection Posttest; (5) Background Survey; (6) Professional Development Survey; (7) Video Quiz and Survey; (8) Item-Level Descriptive Statistics; and (9) Item-Level Inferential Statistics. (Contains 26 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: Reports - Research; Tests/Questionnaires
Education Level: Adult Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Bill and Melinda Gates Foundation
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing
Identifiers - Location: California