The Effects of Professional Development in Formative Assessment on Mathematics Teaching Performance and Student Achievement
This article describes a year-long professional development program on formative assessment for middle school mathematics teachers and its impact on teachers’ use of formative assessment during instruction. The focus of the program was to support teachers in (a) embedding formative assessments into...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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The Evaluation Center at Western Michigan University
2009-06-01
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| Series: | Journal of MultiDisciplinary Evaluation |
| Subjects: | |
| Online Access: | http://survey.ate.wmich.edu/jmde/index.php/jmde_1/article/view/224/227 |
| _version_ | 1797727304923742208 |
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| author | Christopher Rakes William S. Bush Maggie B. McGatha |
| author_facet | Christopher Rakes William S. Bush Maggie B. McGatha |
| author_sort | Christopher Rakes |
| collection | DOAJ |
| description | This article describes a year-long professional development program on formative assessment for middle school mathematics teachers and its impact on teachers’ use of formative assessment during instruction. The focus of the program was to support teachers in (a) embedding formative assessments into their instruction, (b) interpreting student responses and performance on formative assessments, (c) using effective questioning strategies and peer assessment, and (d) identifying student errors and misconceptions and implementing instructional strategies to address them. Teacher and student performance data were collected on participating teachers, control teachers, and their students during the year-long professional development. The professional development had an impact on teachers’ cognitive level of questioning, use of peer assessment, and types of questioning strategies. Results of student performance data revealed differences in performance on some types of items among students of participating teachers and control teachers. |
| first_indexed | 2024-03-12T10:57:55Z |
| format | Article |
| id | doaj.art-c903f13c2fa9457cbe62507983dc4e7f |
| institution | Directory Open Access Journal |
| issn | 1556-8180 |
| language | English |
| last_indexed | 2024-03-12T10:57:55Z |
| publishDate | 2009-06-01 |
| publisher | The Evaluation Center at Western Michigan University |
| record_format | Article |
| series | Journal of MultiDisciplinary Evaluation |
| spelling | doaj.art-c903f13c2fa9457cbe62507983dc4e7f2023-09-02T06:11:25ZengThe Evaluation Center at Western Michigan UniversityJournal of MultiDisciplinary Evaluation1556-81802009-06-016123243The Effects of Professional Development in Formative Assessment on Mathematics Teaching Performance and Student AchievementChristopher RakesWilliam S. BushMaggie B. McGathaThis article describes a year-long professional development program on formative assessment for middle school mathematics teachers and its impact on teachers’ use of formative assessment during instruction. The focus of the program was to support teachers in (a) embedding formative assessments into their instruction, (b) interpreting student responses and performance on formative assessments, (c) using effective questioning strategies and peer assessment, and (d) identifying student errors and misconceptions and implementing instructional strategies to address them. Teacher and student performance data were collected on participating teachers, control teachers, and their students during the year-long professional development. The professional development had an impact on teachers’ cognitive level of questioning, use of peer assessment, and types of questioning strategies. Results of student performance data revealed differences in performance on some types of items among students of participating teachers and control teachers.http://survey.ate.wmich.edu/jmde/index.php/jmde_1/article/view/224/227formative assessmentmathematicsprofessional developmentstudent achievementteacher attitudeteacher efficacy |
| spellingShingle | Christopher Rakes William S. Bush Maggie B. McGatha The Effects of Professional Development in Formative Assessment on Mathematics Teaching Performance and Student Achievement Journal of MultiDisciplinary Evaluation formative assessment mathematics professional development student achievement teacher attitude teacher efficacy |
| title | The Effects of Professional Development in Formative Assessment on Mathematics Teaching Performance and Student Achievement |
| title_full | The Effects of Professional Development in Formative Assessment on Mathematics Teaching Performance and Student Achievement |
| title_fullStr | The Effects of Professional Development in Formative Assessment on Mathematics Teaching Performance and Student Achievement |
| title_full_unstemmed | The Effects of Professional Development in Formative Assessment on Mathematics Teaching Performance and Student Achievement |
| title_short | The Effects of Professional Development in Formative Assessment on Mathematics Teaching Performance and Student Achievement |
| title_sort | effects of professional development in formative assessment on mathematics teaching performance and student achievement |
| topic | formative assessment mathematics professional development student achievement teacher attitude teacher efficacy |
| url | http://survey.ate.wmich.edu/jmde/index.php/jmde_1/article/view/224/227 |
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