Experimental Impacts of the Ongoing Assessment Project on Teachers and Students. CPRE Research Report # RR 2018-1

Autor/inn/en	Supovitz, Jonathan A.; Ebby, Caroline B.; Remillard, Janine; Nathenson, Robert A.
Institution	University of Pennsylvania, Consortium for Policy Research in Education (CPRE)
Titel	Experimental Impacts of the Ongoing Assessment Project on Teachers and Students. CPRE Research Report # RR 2018-1
Quelle	(2018), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Formative Evaluation; Teacher Characteristics; Mathematics Achievement; Program Effectiveness; Elementary School Mathematics; Elementary School Teachers; Elementary School Students; Grade 3; Grade 4; Grade 5; Urban Schools; Improvement Programs; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Effizienzsteigerung
Abstract	In this report, we describe the results of a rigorous two-year study of the impacts of a mathematics initiative called Ongoing Assessment Project (OGAP) on teacher and student learning in grades 3-5 in two Philadelphia area school districts. OGAP is a mathematics program which combines teacher formative assessment practices with knowledge of student developmental progressions to build deeper student understanding of mathematics content. OGAP includes teacher professional development, classroom resources, school-based routines for regular practice, and ongoing school-based supports. The study was conducted in 61 schools during the 2014-15 and 2015-16 school years, with OGAP randomly assigned to 31 schools and the remaining 30 serving as comparison sites. The results of this study showed that OGAP produced meaningful impacts on both teacher knowledge and student learning. (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	2020/1/01