TASK: A Measure of Learning Trajectory-Oriented Formative Assessment. CPRE Research Reports

Autor/inn/en	Supovitz, Jonathan A.; Ebby, Caroline Brayer; Sirinides, Philip M.
Institution	University of Pennsylvania, Consortium for Policy Research in Education (CPRE)
Titel	TASK: A Measure of Learning Trajectory-Oriented Formative Assessment. CPRE Research Reports
Quelle	(2013), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Formative Evaluation; Mathematics Instruction; Common Core State Standards; Knowledge Level; Mathematics Skills; Elementary School Mathematics; Secondary School Mathematics; Urban Schools; School Districts; Mathematical Concepts; Pedagogical Content Knowledge; Addition; Subtraction; Fractions; Algebra; Student Evaluation + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Common core curriculum; Curriculum; Kerncurriculum; Wissensbasis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Elementare Mathematik; Schulmathematik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Pädagogische Kompetenz; Subtraktion; Bruchrechnung; Schulnote; Studentische Bewertung
Abstract	This interactive electronic report provides an overview of an innovative new instrument developed by CPRE researchers to authentically measure teachers' formative assessment practices in mathematics. The Teacher Analysis of Student Knowledge, or TASK, instrument assesses mathematics teachers' knowledge of formative assessment and learning trajectories, important components of the instructional knowledge necessary to teach to the high expectations of the Common Core State Standards (CCSS). Researchers found that the majority of teachers of mathematics in grades K-10 in urban and urban fringe districts focused on their students' "procedural skills" rather than their "conceptual understandings," indicating that there is significant room for growth in teacher capacity to identify, interpret, and respond to students' conceptual understanding. (As Provided).
Anmerkungen	Consortium for Policy Research in Education. University of Pennsylvania, 3440 Market Street Suite 560, Philadelphia, PA 19104. Tel: 215-593-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.cpre.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01