Literaturnachweis - Detailanzeige
| Autor/inn/en | Eddy, Colleen M.; Harrell, Pamela; Heitz, Layne |
|---|---|
| Titel | An Observation Protocol of Short-Cycle Formative Assessment in the Mathematics Classroom |
| Quelle | In: Investigations in Mathematics Learning, 9 (2017) 3, S.130-147 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1947-7503 |
| DOI | 10.1080/19477503.2017.1308699 |
| Schlagwörter | Formative Evaluation; Mathematics Instruction; Construct Validity; Evidence; Middle School Teachers; Secondary School Teachers; Mathematics Teachers; Factor Analysis; Faculty Development; Communities of Practice; Inservice Teacher Education |
| Abstract | The "AssessToday" observation protocol was created to measure teachers' use of short-cycle formative assessment through observation of teachers in a single instructional period. This classroom observation instrument utilized seven dimensions: "learning target, question quality, nature of questioning, self-evaluation, observation" of "student affect, instructional adjustment", and "evidence of learning". Each dimension is rated using one of four proficiency levels that are based on mastery. The purpose of the study was to examine the construct validity of the classroom observation protocol for middle and secondary mathematics teachers. Evidence is provided for content validity, criterion-based and interrater reliability, and exploratory factor analysis. Implications for using the instrument for research and practice in professional development and improvement of individual teacher use of short-cycle formative assessment are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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