Teacher Professional Development Focused on Formative Assessment: Changing Teachers, Changing Schools

Wylie, E. Caroline; Lyon, Christine J.; Goe, Laura

doi:10.1002/j.2333-8504.2009.tb02167.x

Cited by 19 publications

(12 citation statements)

References 12 publications

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“…… I knew exactly what I was going to do ahead of time. Black and Wiliam 2005;Webb and Jones 2009;Wylie et al 2009), so even when examining changes over the course of two semesters we might not expect to see substantial growth. Despite this, examining all three of our data sources (i.e., plans, teaching videos, and written reflections), we were able to find clear patterns for ways in which teacher candidates grew and did not grow.…”

Section: Fall Springmentioning

confidence: 96%

Eliciting, Identifying, Interpreting, and Responding to Students’ Ideas: Teacher Candidates’ Growth in Formative Assessment Practices

Gotwals

Birmingham

2015

Res Sci Educ

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With the goal of helping teacher candidates become well-started beginners, it is important that methods courses in teacher education programs focus on high-leverage practices. Using responsive teaching practices, specifically eliciting, identifying, interpreting, and responding to students' science ideas (i.e., formative assessment), can be used to support all students in learning science successfully. This study follows seven secondary science teacher candidates in a yearlong practice-based methods course. Course assignments (i.e., plans for and reflections on teaching) as well as teaching videos were analyzed using a recursive qualitative approach. In this paper, we present themes and patterns in teacher candidates' abilities to elicit, identify, interpret, and respond to students' ideas. Specifically, we found that those teacher candidates who grew in the ways in which they elicited students' ideas from fall to spring were also those who were able to adopt a more balanced reflection approach (considering both teacher and student moves). However, we found that even the teacher candidates who grew in these practices did not move toward seeing students' ideas as nuanced; rather, they saw students' ideas in a dichotomous fashion: right or wrong. We discuss implications for teacher preparation, specifically for how to promote productive reflection and tools for better understanding students' ideas.

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Section: Fall Springmentioning

confidence: 96%

Eliciting, Identifying, Interpreting, and Responding to Students’ Ideas: Teacher Candidates’ Growth in Formative Assessment Practices

Gotwals

Birmingham

2015

Res Sci Educ

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“…In addition, sharing knowledge and teaching experiences within CIs is also a crucial component for improvement of teaching practice (Lieberman, 1995;LoucksHorsely et al, 1998). CIs that address content and practices provide an opportunity to promote teacher growth around FA practices (Wylie, Lyon, & Goe, 2009). Nonetheless, change in teacher knowledge and practice takes time and focused effort.…”

Section: Practical Applicationsmentioning

confidence: 99%

Professional development at the local level: Necessary and sufficient conditions for critical colleagueship

Kintz

Lane

Gotwals

et al. 2015

Teaching and Teacher Education

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h i g h l i g h t sInvestigation of conditions associated with teachers' in-depth discussions. Focus on teacher communities of inquiry in a professional development initiative. Using unique methodological approach: Qualitative Comparative Analysis. Single purpose was a necessary condition associated with in-depth discussion. Coach questions and connecting theory and practice were also associated conditions. a b s t r a c t This paper examines factors that contributed to critical conversations in teacher communities of inquiry (CI) as part of a statewide professional development initiative in the United States. Based on a three-year mixed method design, we use qualitative comparative analysis to investigate the influence of combinations of conditions on the depth of discussion. Results suggest that there were three conditions associated with the extent to which CI members engaged in discussions with substantive interaction and reflection: a clear purpose, coach questioning, and the connection of theory to practice. The findings contribute to the understanding of effective reform implementation in different contexts.

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“…Deserving special mention was Braun's (2005) report "Using Student Progress to Evaluate Teachers: A Primer on Value-Added Models," which called attention to the problems with this approach. Finally, a third work stream targeted professional development, including enhancing teachers' formative assessment practices (Thompson and Goe 2009;Wylie et al 2009). …”

Section: Teacher and Teaching Qualitymentioning

confidence: 99%

Advancing Human Assessment: A Synthesis Over Seven Decades

Bennett

Davier

2017

Methodology of Educational Measurement and Assessment

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This book has documented the history of ETS's contributions to educational research and policy analysis, psychology, and psychometrics. We close the volume with a brief synthesis in which we try to make more general meaning from the diverse directions that characterized almost 70 years of work.Synthesizing the breadth and depth of the topics covered over that time period is not simple. One way to view the work is across time. Many of the book's chapters presented chronologies, allowing the reader to follow the path of a research stream over the years. Less evident from these separate chronologies was the extent to which multiple streams of work not only coexisted but sometimes interacted.From its inception, ETS was rooted in Henry Chauncey's vision of describing individuals through broad assessment of their capabilities, helping them to grow and society to benefit (Elliot 2014). Chauncey's conception of broad assessment of capability required a diverse research agenda.Following that vision, his research managers assembled an enormous range of staff expertise. Only through the assemblage of such expertise could one bring diverse perspectives and frameworks from many fields to a problem, leading to novel solutions.In the following sections, we summarize some of the key research streams evident in different time periods, where each period corresponds to roughly a decade. Whereas the segmentation of these time periods is arbitrary, it does give a general This work was conducted while M. von Davier was employed with Educational Testing Service.

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Teacher Professional Development Focused on Formative Assessment: Changing Teachers, Changing Schools

Cited by 19 publications

References 12 publications

Eliciting, Identifying, Interpreting, and Responding to Students’ Ideas: Teacher Candidates’ Growth in Formative Assessment Practices

Eliciting, Identifying, Interpreting, and Responding to Students’ Ideas: Teacher Candidates’ Growth in Formative Assessment Practices

Professional development at the local level: Necessary and sufficient conditions for critical colleagueship

Advancing Human Assessment: A Synthesis Over Seven Decades

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