Teacher Noticing of Information in Student Assessment Results: A Specific Case of Learning Progressions

• In Event: 66.079 - Roundtable Session 25
  In Roundtable Session: 66.079-2 - Teachers Developing Classroom Assessment Practices

Abstract

While the research foundation linking classroom formative-assessment practices to student learning is strong (Black & Wiliam, 1998; Hattie & Timperley, 2007), there is less evidence on the potential of formative assessment materials and products to help teachers improve their classroom assessment practice. To learn more about teacher use of such materials, three 5th-grade teachers were observed implementing a learning-progression based formative assessment task, Walking Together to School, as part of instruction on rational numbers. Preliminary analysis of post-observation interviews suggest that the task prompted teachers to notice student understanding and use of the number line, yet also that teachers can benefit from more support in using the learning progression as a way of interpreting student responses.

Authors

• Leslie Nabors Olah, Educational Testing Service

• Sarah Ohls, ETS

• Christine Jennifer Lyon, ETS