Two-Year Impacts of the Ongoing Assessment Project on Teacher Professional Development and Student Learning

• In Event: Increasing Teachers’ Pedagogical Content Knowledge and Student Learning Through Professional Development

Abstract

The Ongoing Assessment Project (OGAP) is a research-formed mathematics formative assessment program that combines long-established ideas of formative assessment with more recent developments in learning trajectories. In spring of 2014, the Consortium for Policy Research in Education (CPRE) recruited Philadelphia-area schools to participate in a randomized experiment of OGAP in multiplication in grades 3-5. We surveyed teachers and administered multiplicative reasoning tests to students in fall 2014, spring 2015, and spring 2016. Results show strong improvement in teachers’ ability to evaluate student’s mathematical development as a result of OGAP training. Children taught by OGAP teachers show strong effects in multiplicative reasoning, both in year one and overall. These findings speak to teachers’ mission to foster opportunities for urban students.

Authors

• Jonathan A. Supovitz, University of Pennsylvania

• Robert Nathenson, Consortium for Policy Research in Education

• Caroline Brayer Ebby, University of Pennsylvania

• Janine Remillard, University of Pennsylvania