University of Colorado,
School of Education and Human Development
REASONS I’M A MEMBER OF THE TEAM:
The research I have done on formative assessment. I have done research on teachers’ written feedback practices for 14 years. I have conducted a meta-analysis on feedback in three disciplines: science, mathematics, and engineering. I continue studying doing research in science and mathematics classrooms on formative assessment practices.
TITLE OF PRESENTATION
Capturing Formative Assessment Practices in the Classroom:
Differences Between Experts and Novices Teachers
My presentation will describe a study conducted in 15 classrooms to gather information about the formative assessments practices teachers, of varying levels of expertise, implemented. The presentation will focus on those dimensions that proved to distinguish experts from novices based on the analysis of the videos collected. To capture the formative assessment practices (formal and informal) we developed a coding scheme that could capture the strategies used by teachers in implementing different instructional tasks (e.g., warm-up, covering content, reviewing students’ responses). For each task we coded: (1) how the task was introduced – strategies used to share the learning goals, targets, or purposes with the students; and (2) what the teacher and student did during the implementation of the task – e.g., did the teacher ask students questions to elicit information? Did the students ask questions? Of what type? What did the teacher and the student did after a question was posed?
TO FIND OUT MORE ABOUT MY WORK:
Citation – Please refer to information and materials available on this website, in this way:
Fifth International Symposium on Assessment for Learning (April, 2014).
Website International Symposium on Classroom Assessment.
Accessed at: http://assessment4learning.com/
Slides used: USA group presentation
Ⓒ2014 Susan Brookhart, Heidi Andrade, Margaret Heritage, Maria Ruiz-Primo and Caroline Wylie