Channeling Teacher Noticing With Learning Progression-Based Formative Assessment

• In Event: Examining the Implementation and Impact of Formative Assessment Practices

Abstract

Schoenfeld (2011) observed that “noticing is consequential – what you see and don’t see shapes what you do and don’t do.” We explore how scoring of a series of constructed response items that were designed to target levels of a proportional reasoning learning progression has influenced our approach to formative assessment in general, and to teacher noticing in particular, as an important requisite to informed formative assessment. We examine how codes created in the context of scoring constructed-response items can be used to inform teacher observation of student work and discussions in class.

Authors

• E. Caroline Wylie, ETS

• Meirav Arieli-Attali, ETS

• Malcolm Bauer, ETS