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Improving the accuracy of teachers' judgments of student learning
ARTICLE

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TATE Volume 76, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

We examined the effect of different professional development programs on the accuracy of teachers' judgments of their students' learning during three academic years. Teachers participated in a program focused on improving (a) use of formative assessment, (b) student-centered mathematics instruction, (c) use of both formative assessment and student-centered mathematics instruction; or (d) neither—a control group. Teachers' judgment accuracy was greater for teachers who participated in professional development around improving student-centered mathematics instruction than for other groups. A multilevel analysis showed a significant positive relation between the accuracy of teachers' judgments and student achievement.

Citation

Thiede, K.W., Brendefur, J.L., Carney, M.B., Champion, J., Turner, L., Stewart, R. & Osguthorpe, R.D. (2018). Improving the accuracy of teachers' judgments of student learning. Teaching and Teacher Education: An International Journal of Research and Studies, 76(1), 106-115. Elsevier Ltd. Retrieved March 29, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2018.08.004