posted by:
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Brian Drayton
on June 26, 1998
at 3:07PM
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subject:
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Summary to date
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Summary to date: "DEVELOPING CLASSROOM ASSESSMENTS AND USING THEM FOR TEACHER PROFESSIONAL DEVELOPMENT
We are entering the final week of this discussion. The basic question that this discussion has addressed is, "How have projects used student work for professional development related to classroom based assessment?"
So far, the 10 contributions have addressed the feed-back loop between classroom assessments and teacher professional development. There is no substitute for time spent in detailed discussion of student work in context.
The following 4 excerpts give the flavor of the contributions thus far. We encourage you to comment on these, or point out new aspects of the question not yet addressed, during the next week.
Post your comments to the site; direct questions or requests for technical assistance to Brian Drayton (brian_drayton @ terc.edu).
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"Part of our work this year has been assembling a portfolio of student work which will communicate to other teachers whether a student is competent in reaching benchmarks in math and communication skills. One of our teachers recently submitted a portfolio of math work in eighth grade based ... the work she submitted really revealed that students were learning to understand the math they are using.... We plan to use her work as part of our summer CMP training, as well as asking experienced teachers to bring samples of student work to illustrate the varied levels of student understanding when they are given specific CMP tasks." (M. McCary)
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"The PRIME data ... indicates it may take more than one year to see the gains in procedural as well as conceptual knowledge. How 'bout the rest of you? What are your teachers experiencing from accountability measures re what is important for students to learn in math? Are you finding any assessment tools that are useful in measuring conceptual understanding and application, as well as procedural proficiency? " (M. McCary)
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" I've been spending quite bit of time trying to sort out how to help teachers (and me!) (1) believe that it is important to listen to children's thinking about mathematics and (2) to develop ways that promote children's thinking and their developing (inventing) mathematics that makes sense to them... I think we're beginning to find ways to accomplish these goals with teachers. But, in reality, the whole purpose for this is to be able to design more appropriate instruction for the students you are listening to as a form of ongoing assessment... how to help teachers link listening to children's mathematical thinking with instructional planning?" (S. Friel)
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"We have found that it is crucial to have as broad a spectrum of evaluation results as possible. For example, standardized tests ...; tests ...including more problem solving and conceptual understanding, and content in probability, statistics, and discrete mathematics (project-constructed tests); and attitude measures (project-constructed tests). These data are complemented by more qualitative data from things like student interviews and portfolios...At least with a full battery of evaluation results it is easier to address concerns." (E. Hart)
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