Looking at the Quality of Classroom Artifacts, Students' Work, and Teachers' Communications

• In Event: Current Directions and New Insights in Formative Assessment

Abstract

The paper proposed provides information about what we learned from a project funded by the Institute of Education Sciences in which 3459 students’ products from 22 classrooms were collected. The study reported was guided by the following questions: What are the characteristics of the artifacts implemented in mathematics and science classrooms? What are the types of the teachers’ comments found in the students’ products? And, what trends of practices can be observed across classrooms in the students’ products? A three-level coding system was developed to capture the characteristics of the artifacts and students’ products. The purpose of the paper is to provide a map of what was observed in the artifacts and students’ products collected.

Authors

• Maria Araceli Ruiz-Primo, Stanford University

• Heidi Kroog, Smarter Balanced Assessment Consortium