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ERIC Number: EJ863466
Record Type: Journal
Publication Date: 2009-Dec
Pages: 4
Abstractor: As Provided
Reference Count: 4
ISBN: N/A
ISSN: ISSN-1941-5257
Exploring Discourse-Based Assessment Practice and Its Role in Mathematics Professional Development
Crockett, Michele D.; Chen, Chang-Hua; Namikawa, Takayuki; Zilimu, Johndamaseni
Professional Development in Education, v35 n4 p677-680 Dec 2009
There is compelling evidence that teachers' effective use of formative assessment practices improves student learning, yet many teachers have little knowledge of these practices. In this research note, we highlight our exploratory studies about discourse-based formative assessment practices, an aspect of formative assessment whereby the teacher makes instructional decisions according to the students' thinking during teaching. Research knowledge of such practice is wanting. We find ourselves in the unique position of studying discourse patterns in the mathematics classrooms of Tanzania, Taiwan and the US. These are three separate studies, where each researcher is asking questions appropriate to his or her own cultural circumstances regarding classroom discourse patterns. We also consider the value of teachers' examination of their own discourse patterns as an essential feature in continuing professional development.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan; Tanzania; United States