Assessment of Core Instructional Practices in a Multisite Middle-Level Mathematics Program

• In Event: Sheraton Roundtable Session 26
  In Roundtable Session: Assessing Preservice Teachers' Performance

Abstract

As teacher educators, how do we assess the development of effective instructional practices amongst the prospective teachers (PSTs) enrolled in our university courses? Using a research-created rubric, we numerically and qualitatively analyzed the work of PSTs on several practice-based assignments in a middle level mathematics endorsement program. Our analysis revealed strong scores by the PSTs on mathematical accuracy, and more limited scores on anticipation of student responses and incorporation of students’ backgrounds. The results of this study provide specific guidance on what core practices are taken up by PSTs, and the kinds of practice-based assignments that can support their development. The rubric can be used as a tool by other researchers to extend our results.

Authors

• David Slavit, Washington State University Vancouver

• Allison Therese deVincenzi, Our Lady of Lourdes Catholic School