ERIC Number: EJ853798
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
From Evidence to Action: A Seamless Process in Formative Assessment?
Heritage, Margaret; Kim, Jinok; Vendlinski, Terry; Herman, Joan
Educational Measurement: Issues and Practice, v28 n3 p24-31 Fall 2009
Based on the results of a generalizability study of measures of teacher knowledge for teaching mathematics developed at the National Center for Research on Evaluation, Standards, and Student Testing at the University of California, Los Angeles, this article provides evidence that teachers are better at drawing reasonable inferences about student levels of understanding from assessment information than they are at 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.
Descriptors: Formative Evaluation, Educational Testing, Inferences, Mathematics Instruction, Elementary Secondary Education, Pedagogical Content Knowledge, Student Evaluation, Evaluation Methods, Educational Assessment, Measurement, Evaluation Utilization, Test Use, Diagnostic Tests, Educational Principles, Evidence, Teaching Methods
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: California
IES Funded: Yes
Grant or Contract Numbers: R305A050004