Poster #39 - Examining Teacher Noticing of Students' Thinking in a Formative Assessment Context Focused on Classroom Artifacts

• In Event: 79.052 - MTCC Poster Session 19
  In Poster Session: 79.052-4 - Teaching Across Multiple Spaces

Abstract

We investigate a 4th grade teacher’s noticing of students’ thinking in a researcher-designed formative assessment space surrounding classroom artifacts from an integrated math/science unit. We explore how the teacher engaged in noticing students’ thinking and what specifically she focused on when discussing students’ thinking. Results indicate that the teacher (1) engaged in describing, interpreting, evaluating, and responding to students’ thinking evident in classroom artifacts; (2) focused on different aspects of students’ thinking; and (3) displayed varying stances and foci when noticing, but her attention remained on students’ thinking. We discuss these results, their contribution to the literature on teacher noticing, and ways they inform our work with teachers by providing pedagogical implications for teacher engagement around this important practice.

Authors

• Melissa J. Luna, West Virginia University

• Sarah Selmer, West Virginia University