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Title: ATE Assessment Practices: Reconceptualizing the Role of Participants in Professional Development Evaluation
Research shows formative assessments substantially strengthen learning and support summative assessment/evaluation practices. These practices are not widely applied in ATE's professional development (PD) efforts. This study focuses on participant teachers' assessment involvement to increase student learning and enhance outcome evaluations. We surveyed all principal investigators of ATE projects in 2022 who applied assessments in their 2021 PD efforts (N=70). Findings show that a minority of PD efforts apply formative assessment practices to strengthen PD outcomes or meet ATE's evaluation specifications. Assessment practices were most prevalent for summative purposes at the close of PD activity; a large majority assessed teachers' interest and learning in the PD and their intentions to use and teach what was learned on return to their classrooms. A third or less followed up to assess outcomes in teachers' schools. Similarly, thirty percent or less addressed matters of context at any stage of the PD efforts, and a few, 11 percent, followed up to assess the context in the schools. Concomitantly, the findings show where and how attention to formative assessment in the PD learning process can increase teacher involvement in assessment practices, making PD instruction more effective and strengthening outcome evaluations in participant teachers' home classrooms.  more » « less
Award ID(s):
2000281
PAR ID:
10497406
Author(s) / Creator(s):
; ;
Publisher / Repository:
Zenodo
Date Published:
Journal Name:
Journal of advanced technological education
Volume:
3
Issue:
1
ISSN:
2832-9635
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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