tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Student perspectives on assessment: connections between self and society Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Assessment of Dyslexia – Why, When, and with What? Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Conceptions of assessment in pre-service teachers’ narratives of students’ failure Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Evidence suggests that the quality of teachers’ instructional practices can be improved when these are informed by relevant assessment data. Drawing on a sample of 1,300 primary school teachers in Ireland, this study examined the extent to which teachers use standardized test results for instructional purposes as well as the role of several factors in predicting this use. Specifically, the study analyzed data from a cross-sectional survey that gathered information about teachers’ use of, experiences with, and attitudes toward assessment data from standardized tests. After taking other teacher and school characteristics into consideration, the analysis revealed that teachers with more positive attitudes toward standardized tests and those who were often engaged in some form of professional development on… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Through an extended commentary on the empirical articles in this special issue ‘Signature Assessment and Feedback Practices in the Disciplines’ we elaborate the concepts of signature assessment and signature feedback practices by developing a new taxonomy of their elements. We propose that signature assessments focus on conceptual, epistemological, social, material and/or moral dimensions of the discipline. We also propose four discipline-specific sources of feedback information, particularly highlighting what we are calling consequential feedback, which can be generated by users of disciplinary knowledge or objects. Finally, we identify three levels of feedback timings that can support students’ use of feedback information: rhythms, cycles, and spirals. Based on gaps in the literature in relation to this taxonomy, we identify areas… Continue Reading
eric.ed.gov har udgivet: This packet includes reprints of journal articles and other resources concerning the assessment of science and math in small, rural elementary schools. Articles include: (1) “Standards, Assessment, and Educational Quality” (Lauren B. Resnick); (2) “A True Test: Toward More Authentic and Equitable Assessment” (Grant Wiggins); (3) “How World-Class Standards Will Change Us” (Arthur L. Costa); (4) “Smart Tests” (Deborah L. Cohen); (5) “Laser Disk Portfolios: Total Child Assessment” (Jo Campbell); (6) “Portfolios Invite Reflection–from Students and Staff” (Elizabeth A. Hebert); (7) “Portfolio Assessment in the Hands of Teachers” (Clare Forseth); (8) “Portfolio Assessment” (Susan Black); (9) “Assessing the Outcomes of Computer-Based Instruction: The Experience of Maryland” (Gita Z. Wilder, Mary Fowles); (10) “Why Standards May Not Improve Schools” (Elliot W. Eisner); (11) “Assessing Alternative Assessment” (Gene I.… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Compared to their written counterpart, oral assessments provide a wealth of information about student understanding. Instead of deciphering a static response, oral assessments provide instructors the opportunity to probe student explanations, obtaining a more complete picture of their understanding. Moreover, students explaining their conceptual reasoning is advocated in the 2016 GAISE guidelines. Additionally, oral exams allow for flexibility in how students can explain their thinking, potentially helping build students’ identities as statistical thinkers and speakers. Despite the facilities these assessments provide, oral assessments are rarely used in the statistics classroom. In this article I describe the important considerations to be attended to when implementing oral exams in the classroom, my experiences facilitating oral exams in my statistics courses,… Continue Reading
eric.ed.gov har udgivet: In the spring of 1990, over 9,000 4th-, 8th- and 12th-grade students (only 6 percent of all students in Massachusetts) were assessed using open-ended mathematical, scientific, social studies, and reading concepts. Beginning with the Massachusetts Educational Assessment Program for 1992, open-ended questions will be administered to all students and will contribute to school and district scores. This series of reports describes the results of these assessments to communicate levels of student achievement throughout the state, familiarize teachers and administrators with the types of questions that will be included on the next assessment; and improve assessments taking place within classrooms by providing models that teachers can adapt to their own evaluations of students’ knowledge, understanding, and abilities. Fifteen handouts for grade 4, 17 handouts for grade 8, and… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Evidence suggests that children struggle to acquire age-appropriate fundamental movement skills (FMS), despite their importance for facilitating physical activity. This has led to calls for routine school-based screening of children’s FMS. However, there is limited research exploring schools’ capacity to conduct such assessments. This study investigated what factors might affect the adoption and implementation of FMS assessments in primary schools. School staff (n = 853) completed an online questionnaire developed using the Capability, Opportunity, Motivation and Behavior (COM-B) model. A majority reported that knowledge of pupils’ FMS ability would be beneficial (65.3%), and 71.8% would assess FMS if support was provided. Barriers included: Capability – few possessed knowledge of FMS (15%); Opportunity – teachers reported 30–60 minutes as acceptable for assessing… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Background and Context. Valid assessment of understanding of programming concepts in primary school children is essential to implement and improve programming education. Objective. We developed and validated the Computerized Adaptive Programming Concepts Test (CAPCT) with a novel application of Item Response Theory. The CAPCT is a web-based and resource-efficient adaptive assessment of 4489 questions measuring: the understanding of basic sequences, loops, conditions (if & if-else statements), debugging, multiple agents, procedures, and the ability to generalize to a new syntax. Method. Data was collected through an existing online adaptive practice and monitoring system called Math Garden. We collected 14 million responses from 93,341 Dutch children (ages 4 – 13). Findings. The CAPCT demonstrated good psychometric qualities because 75% of… Continue Reading
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