Title: Teachers’ interpretations of assessment results
A way to evaluate an assessment’s worth is in its contributions to student learning (Cronbach, 1988). “Classrooms are complex social environments. Economic, language, cultural, and mental health issues are just some of the key variables that need to be considered in relation to students [learning]” (Leighton, 2020, p. 27). Teachers provide a unique influence on their students’ learning through their beliefs, content knowledge, and pedagogical content knowledge (Brookhart, 2003). A classroom’s social context is an area where teacher-created assessments differ from externally-developed standardized assessments. One goal of standardized testing is to eliminate psychometric noise like social contexts by attempting to account for factors not related to the construct being measured (AERA et al., 2014). On the other hand, teacher-created assessments are contextually relevant as they are developed with certain students in mind (Brookhart, 2003). Teacher-created assessments are more likely to align with a unique social context of a classroom. The purpose of this study is to explore middle grades math teachers assessment practices and impact on student learning. more »« less
Borden, ML; Anderson, RK; Krupa, EE; Belcher, M; Loftis, A
(, Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
Kosko, K W; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A
(Ed.)
Experiential learning represents a shift in K-12 education that requires teachers to change the ways that they engage students. We created a professional development experience in which teachers learned about the entrepreneurial-based design challenges we developed (Authors, 2019) and practiced implementing teacher check-ins with students participating in our summer camp. In this paper, we conduct a case study to explore how three teachers used teacher discourse moves during their teacher check-ins. We found three types of teacher-student interactions: (a) positioning students as experts, (b) co-designing with students, and (c) pushing students towards an outcome. These findings suggest that teacher professional development for experiential learning should intentionally support teachers in learning how to employ the moves during teacher check-ins in ways that elevate student expertise and advance their thinking.
Darling-Aduana, Jennifer; Hemingway, Kristin
(, Teachers College Record: The Voice of Scholarship in Education)
Background/Context:Schools are increasingly using scripted curricula that limit teacher autonomy. These limitations are exacerbated when scripted curricula are enacted in fully standardized, asynchronous online course environments with no mechanisms for student–teacher communication. Purpose:This study extends understanding of how teacher discretion, identity, and the relationship between those two components shape students’ educational experiences online. Research Design:Within a sequential mixed method design, we identified spaces for teacher discretion using critical discourse analysis. By coding lesson transcripts, we developed a typology of common strategies: friendly, directive, personalized, and procedural. We used the resulting typology to run statistical models examining associations among teacher identity, discretionary acts, and student achievement. Lastly, we turned back to the qualitative data to confirm findings, test hypotheses, and provide nuance. Findings:Teachers presenting as Black were significantly more likely to use a procedural approach and significantly less likely to use friendly strategies. Students scored higher on their end-of-lesson quiz when their teacher used personalized strategies, such as sharing relevant personal experiences, and scored lower when teachers used friendly or directive strategies. Conclusions:Findings have implications for understanding and enacting equitable educational practices in asynchronous, scripted online environments. The isolation of discretionary acts feasible within the virtual learning environment studied contributes nuance to knowledge of the mechanisms through which teacher discretion might result in more favorable learning outcomes for students belonging to minoritized groups.
Odom-Bartel, Rebecca; Fletcher, Carol; Owen, John; Gray, Jeff; Zelkowski, Jeremy
(, ACM Technical Symposium on Computer Science Education (SIGSCE))
null
(Ed.)
The expansion of K-12 computer science (CS) has driven a dramatic need for educators who are trained in CS content and pedagogy [1]. This poster describes our effort to train teacher candidates (i.e., pre-service teachers who are students seeking degrees within a College of Education), who are specializing in secondary mathematics education, to be future CS educators. We specifically describe our collaboration to provide a blended preparatory six-week training for the ETS CS Praxis exam (5652), assisting our pre-service students in satisfying the CS certification requirements in our state before they graduate and begin their professional teaching career. Given the unique challenges of pre-service CS teacher preparation [2], blended models, which combine both in-person and online instruction, are an effective approach to building a pre-service program. Within our pre-service CS program, students first complete a two-course pathway that prepares them in AP CSP content and pedagogy experiences, including observations in local AP CSP classrooms [3]. After completing the two courses, our students participate in the blended version of the WeTeach_CS Praxis preparation course to achieve certification. The in-person support provided by the blended model contributed significantly to certification success in this project. With a cut-score of 149 for the Praxis exam, all 11 of our pre-service students who completed the course received a passing score (including one student with a perfect score of 200, and another student with a 195); the average score for our pre-service students was 175. An additional 11 in-service teachers, with diverse backgrounds in CS content knowledge, also participated in the blended Praxis preparation course, with an average score of 166. Given the unique challenges of pre-service CS teacher preparation, university pre-service CS teacher programs should look to innovative models of teacher support developed by in-service programs to make substantial gains in CS teacher certification. Incorporating an asynchronous online course that allows teachers with a wide range of prior experience in CS to learn at their own pace with in-person coursework and support appears to be a viable model for assisting non-CS major teacher candidates in achieving a CS certification. With the blended model, even teachers with no background knowledge in CS were successful. Within our pre-service CS program, students first complete a two-course pathway that prepares them in AP CSP content and pedagogy experiences, including observations in local AP CSP classrooms [3]. After completing the two courses, our students participate in the blended version of the WeTeach_CS Praxis preparation course to achieve certification. The in-person support provided by the blended model contributed significantly to certification success in this project. With a cut-score of 149 for the Praxis exam, all 11 of our pre-service students who completed the course received a passing score (including one student with a perfect score of 200, and another student with a 195); the average score for our pre-service students was 175. An additional 11 in-service teachers, with diverse backgrounds in CS content knowledge, also participated in the blended Praxis preparation course, with an average score of 166. Incorporating an asynchronous online course that allows teachers with a wide range of prior experience in CS to learn at their own pace with in-person coursework and support appears to be a viable model for assisting non-CS major teacher candidates in achieving a CS certification. With the blended model, even teachers with no background knowledge in CS were successful.
Smith, H.
(, Contemporary issues in technology and teacher education)
null
(Ed.)
The Game Play and Design Framework is a project-based instructional method to engage teachers and students with mathematics content by utilizing technology as a vehicle for game play and creation. In the authors’ prior work, they created a technology tool and game editing platform, the Wearable Learning Cloud Platform (WLCP), which enables teachers and students to play, create, and experience technology-augmented learning activities. This paper describes a 14-week Game Play and Design professional development program in which middle school teachers played, designed, tested, and implemented mathematics games in the classroom with their own students. Examples are included of teacher-created games, feedback from the students’ experience designing games, and evidence of student learning gains from playing teacher-created games. This work provides a pedagogical approach for educators and students that utilizes the benefits of mobile technologies and collaborative learning through games to develop students’ higher-level thinking in STEM classrooms.
Smith, H.
(, Contemporary issues in technology and teacher education)
null
(Ed.)
The Game Play and Design Framework is a project-based instructional method to engage teachers and students with mathematics content by utilizing technology as a vehicle for game play and creation. In the authors’ prior work, they created a technology tool and game editing platform, the Wearable Learning Cloud Platform (WLCP), which enables teachers and students to play, create, and experience technology-augmented learning activities. This paper describes a 14-week Game Play and Design professional development program in which middle school teachers played, designed, tested, and implemented mathematics games in the classroom with their own students. Examples are included of teacher-created games, feedback from the students’ experience designing games, and evidence of student learning gains from playing teacher-created games. This work provides a pedagogical approach for educators and students that utilizes the benefits of mobile technologies and collaborative learning through games to develop students’ higher-level thinking in STEM classrooms.
Folger, T., Fornaro, C., Bostic, J., and Sondergeld, T. Teachers’ interpretations of assessment results. Retrieved from https://par.nsf.gov/biblio/10333494. Psychology of Mathematics Education North American .
Folger, T., Fornaro, C., Bostic, J., & Sondergeld, T. Teachers’ interpretations of assessment results. Psychology of Mathematics Education North American, (). Retrieved from https://par.nsf.gov/biblio/10333494.
Folger, T., Fornaro, C., Bostic, J., and Sondergeld, T.
"Teachers’ interpretations of assessment results". Psychology of Mathematics Education North American (). Country unknown/Code not available. https://par.nsf.gov/biblio/10333494.
@article{osti_10333494,
place = {Country unknown/Code not available},
title = {Teachers’ interpretations of assessment results},
url = {https://par.nsf.gov/biblio/10333494},
abstractNote = {A way to evaluate an assessment’s worth is in its contributions to student learning (Cronbach, 1988). “Classrooms are complex social environments. Economic, language, cultural, and mental health issues are just some of the key variables that need to be considered in relation to students [learning]” (Leighton, 2020, p. 27). Teachers provide a unique influence on their students’ learning through their beliefs, content knowledge, and pedagogical content knowledge (Brookhart, 2003). A classroom’s social context is an area where teacher-created assessments differ from externally-developed standardized assessments. One goal of standardized testing is to eliminate psychometric noise like social contexts by attempting to account for factors not related to the construct being measured (AERA et al., 2014). On the other hand, teacher-created assessments are contextually relevant as they are developed with certain students in mind (Brookhart, 2003). Teacher-created assessments are more likely to align with a unique social context of a classroom. The purpose of this study is to explore middle grades math teachers assessment practices and impact on student learning.},
journal = {Psychology of Mathematics Education North American},
author = {Folger, T. and Fornaro, C. and Bostic, J. and Sondergeld, T.},
editor = {Olanoff, D and Johnson, K. and Spitzer, S}
}
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