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ERIC Number: EJ886919
Record Type: Journal
Publication Date: 2009
Pages: 17
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1085-5300
Closing Learning Gaps Proximally with Teacher-Mediated Diagnostic Classroom Assessment
Chatterji, Madhabi; Koh, Nancy; Choi, Linda; Iyengar, Radhika
Research in the Schools, v16 n2 p59-75 Fall 2009
In this article, we provide empirical evidence on the utility of a teacher-mediated diagnostic classroom assessment intervention for identifying and addressing learning gaps in learner domains. Early results, based on 11 treatment and 27 comparison classes with 381 students and 38 teachers overall, indicated positive changes in teachers' assessment practices and attitudes, with corresponding student achievement gains. Supplementary observations pointed to challenges in creating a learning-centered assessment culture in schools operating under a high stakes assessment climate. We situated the findings in existing research evidence on formative classroom assessment, test-driven school reforms, and the currently available body of knowledge on how individuals learn, and argue for more proximally conducted formative assessment by teachers to address learner needs and achievement gaps in subject area domains. (Contains 2 figures and 6 tables.)
Mid-South Educational Research Association (MSERA). Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York