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From Evidence to Action: A Seamless Process in Formative Assessment?
Margaret Heritage
Jinok Kim
Terry P. Vendlinski
Joan L. Herman
其他書名
CRESST Report 741
出版
ERIC Clearinghouse
, 2008
URL
http://books.google.com.hk/books?id=g9sdvwEACAAJ&hl=&source=gbs_api
註釋
Based on the results of a generalizability study (G study) of measures of teacher knowledge for teaching mathematics developed at The National Center for Research, on Evaluation, Standards, and Student Testing (CRESST) at the University of California, Los Angeles, this report provides evidence that teachers are better at drawing reasonable inferences about student levels of understanding from assessment information than they are in deciding the next instructional steps. We discuss the implications of the results for effective formative assessment and end with considerations of how teachers can be supported to know what to teach next. (Contains 2 tables, 2 figures, and 1 footnote.).
