Teachers' Understanding of Learning Trajectories for Formative Assessment

Abstract

This study explored how teachers interpreted and responded to their own student work during the process of formative assessment. A sample of 32 teachers were purposefully selected from grades K-5 teachers who had been trained by the Ongoing Assessment Project (OGAP) to use learning progressions to analyze and respond to evidence in student work. Since formative assessment is fundamentally an interpretive process, involving continually eliciting and interpreting evidence of student thinking from student work in order to inform teaching and learning (Black & Wiliam, 2009), the study analyzed data collected through semi-structured interviews.

فاعلية استراتيجية تدريس مقترحة لاستخلاص واستخدام الأدلة على تفكير الطلاب في تنمية دِقّة حل المسألة وتطوّر استراتيجية الحل لدى طلاب الصف الخامس الابتدائي Effectiveness of A Proposed Teaching Strategy for Elicit and Use Evidence of Students Thinking in Developing Problem-Solving Accuracy and Solution Strategy Sophistication Among 5th Grade Elementary School Students

“…Key Words: Elicit and Use Evidence of Students Thinking -Problem-Solving Accuracy -Solution Strategy Sophistication -Learning Trajectory\Progression -multiplicative reasoning. Franke et al, 2007;Supovitz et al, 2018) ‫ِػً:‬ ‫ٚجٌّإضّشجش‬ ، (Ebby, 2019;Ebby & Nathenson, 2019;Ebby et al, 2017;Sirinides et al, 2013;Supovitz et al, 2013 et al, 2021, pp.445,453-455;Hulbert et al, 2017, p.19) Webb et al, 2008) . ‫ضؾحِرشٌ١ٓ‬ ‫ِ١ؾ١ً‬ ‫ٚضؾ١ش‬ (Chamberlin, 2005, pp.189,190) (Amador, 2021;Billings & Swartz, 2021;Datnow et al, 2021;Nitta, 2018;Phelps-Gregory & Spitzer, 2021;Polly & Colonnese, 2021;Shaughnessy et al, 2021;Sleep & Boerst, 2012;Webel & Yeo, 2021) .…”