Improving Mathematics Formative Assessment Practices Through ASSISTments With a Virtual Professional Learning Community (Poster 19)

• In Event: AERA Poster Session Thursday 9:50 a.m.
  In Poster Session: Mathematics Learning Supports and Interventions

Abstract

[PROGRAM] is an educational technology platform for math independent practice and formative assessment. This project introduced a virtual professional learning community (vPLC) that allowed teachers to share best practices around formative assessment in [PROGRAM]. Here, we report on a national study that examined the effectiveness of [PROGRAM] augmented with the vPLC in improving students’ math outcomes. In the second cohort (2023-24), 46 middle school math teachers used [PROGRAM] with their students and participated in the vPLC. We share findings from 17 teachers who participated in interviews about their experiences with the intervention. Results indicated that teachers felt that using [PROGRAM] and attending vPLCs improved their formative assessment practices, particularly when reviewing independent practice data and making data-informed decisions.

Authors

• Natalie Brezack, WestEd

• Linlin Li, WestEd

• Shuangting Yang, WestEd

• Abby Lavine, WestEd

• Jenna Grady, WestEd

• Mingyu Feng, WestEd