Exploring Teacher Noticing of Collaborative Problem Solving With an Assessment Framework: Does Teacher Experience Matter?

• In Event: 61.069 - MTCC Roundtable Session 24
  In Roundtable Session: 61.069-6 - Technology Innovations in Teacher Development and Instructional Integration

Abstract

The effectiveness of formative assessment partly depends on a teacher’s observations in the moment of instruction. It remains to be seen what teachers actually attend to when educational games are used in their instruction in assessing cognitive or social skills. This small-scale experimental study was designed to investigate teacher noticing of collaborative problem solving (CPS) and examine the effects of a short training using a CPS assessment framework on novice and experienced teachers’ noticing. Analyses on multimodal data gathered suggest qualitative similarities and differences in directed attention between novice and experienced teachers who were given a short training with a CPS framework.

Authors

• Maria Ofelia San Pedro, ACT, Inc.

• Joyce Zhou-Yile Schnieders, ACT, Inc.