31.075 - Promises and Challenges in Implementing Research-Based Formative Assessment in a Large Urban District: Mixed Methods Findings

Session Type: Symposium

Abstract

This symposium presents diverse perspectives on a large-scale, school-based professional practice intervention, which supports teachers in using a learning trajectory orientation toward formative assessment in mathematics. Representing both quantitative and qualitative approaches, the papers explore both the positive impact of the intervention on teacher knowledge as well as factors influencing and constraining implementation at the school and teacher levels in a large urban district. Together these papers provide a multi-dimensional portrait of implementation across a range of teacher and school contexts and contribute insight into building supports for systemic change in mathematics teaching and learning, an enduring challenge in education.

Sub Unit

• SIG-Research in Mathematics Education

Chair

• Janine Remillard, University of Pennsylvania

Papers

• A Quantitative Assessment of Teachers' Formative Assessment Knowledge and Understanding of Student Learning - Jonathan A. Supovitz, University of Pennsylvania; Robert Nathenson, Consortium for Policy Research in Education

• Teachers' Understanding of Learning Trajectories for Formative Assessment - Caroline Brayer Ebby, University of Pennsylvania; Janine Remillard, University of Pennsylvania; Jordan D'Olier, University of Pennsylvania; Nicole Fletcher, Teachers College, Columbia University

• Lessons From School-Based Implementation of a Research-Based Formative Assessment System - Adrianne Flack, University of Pennsylvania; Katrina Morrison, University of Pennsylvania; Brittany Hess, Consortium for Policy Research in Education; Jill Pierce, Research for Action

Discussant

• Alison Castro Superfine, University of Illinois at Chicago