From Focusing on Grades to Student Thinking: A Case Study of Change in Assessment Practice

• In Event: 14.030 - STEM Professional Development in Teacher Education: University Partnerships, Teacher Collaboration, and Improved Assessments

Abstract

This paper examines changing assessment practices of a middle school science teacher. The teacher participated in a year-long professional development (PD) focused on analyzing, interpreting, and using student performance data. As part of the PD, the teacher collected artifacts in two Notebooks designed to support reflection on nine Dimensions of effective science assessment practice. Data offer evidence of a change in attitudes toward and practice of assessment. Evidence of change was particularly visible along the following three dimensions: Assess frequently; Vary assessment; and Use data for instructional decision-making. Effective classroom assessment practices have been linked with educational equity through increased student learning. This case study contributes to research and offers an example of possible teacher change through targeted PD.

Authors

• Stephanie Rafanelli, Stanford University

• Hilda Borko, Stanford University

• Matthew J. Kloser, University of Notre Dame

• Matthew Wilsey, University of Notre Dame