Prediction Assessments: Using Video-Based Predictions to Assess Prospective Teachers' Knowledge of Students' Mathematical Thinking
Journal of Mathematics Teacher Education Volume 14, Number 4, ISSN 1386-4416
In order to evaluate the effectiveness of an experimental elementary mathematics field experience course, we have designed a new assessment instrument. These video-based prediction assessments engage prospective teachers in a video analysis of a child solving mathematical tasks. The prospective teachers build a model of that child's mathematics and then use that model to predict how the child will respond to a subsequent task. In this paper, we share data concerning the evolution and effectiveness of the instrument. Results from implementation indicate moderate to high degrees of inter-rater reliability in using the rubric to assess prospective teachers' models and predictions. They also indicate strong correlation between participation in the experimental course and prospective teachers' performances on the video-based prediction assessments. Such findings suggest that prediction assessments effectively evaluate the pedagogical content knowledge that we are seeking to foster among the prospective teachers.
Norton, A., McCloskey, A. & Hudson, R.A. (2011). Prediction Assessments: Using Video-Based Predictions to Assess Prospective Teachers' Knowledge of Students' Mathematical Thinking. Journal of Mathematics Teacher Education, 14(4), 305-325.
Cited ByView References & Citations Map
Peter Fadde, Southern Illinois University, United States; Patricia Sullivan, Purdue University, United States
Contemporary Issues in Technology and Teacher Education Vol. 13, No. 2 (June 2013) pp. 156–174
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.