Exploring Discourse-Based Assessment Practice and Its Role in Mathematics Professional Development

Autor/inn/en	Crockett, Michele D.; Chen, Chang-Hua; Namikawa, Takayuki; Zilimu, Johndamaseni
Titel	Exploring Discourse-Based Assessment Practice and Its Role in Mathematics Professional Development
Quelle	In: Professional Development in Education, 35 (2009) 4, S.677-680 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
Schlagwörter	Foreign Countries; Teacher Effectiveness; Formative Evaluation; Mathematics Teachers; Professional Development; Mathematics Instruction; Educational Researchers; Cultural Relevance; Questioning Techniques; Secondary School Mathematics; Taiwan; Tanzania; United States + Suchen Sie Ihr Suchwort? Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Befragungstechnik; Fragetechnik; Tansania; USA
Abstract	There is compelling evidence that teachers' effective use of formative assessment practices improves student learning, yet many teachers have little knowledge of these practices. In this research note, we highlight our exploratory studies about discourse-based formative assessment practices, an aspect of formative assessment whereby the teacher makes instructional decisions according to the students' thinking during teaching. Research knowledge of such practice is wanting. We find ourselves in the unique position of studying discourse patterns in the mathematics classrooms of Tanzania, Taiwan and the US. These are three separate studies, where each researcher is asking questions appropriate to his or her own cultural circumstances regarding classroom discourse patterns. We also consider the value of teachers' examination of their own discourse patterns as an essential feature in continuing professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10