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Document Number: 11142

TASK: Teacher Analysis of Student Knowledge: A Measure of Learning Trajectory-Oriented Formative Assessment - A must-read per ECS staff: If teachers cannot effectively analyze students' thinking, it is not likely that they will formulate effective instructional responses. Researchers at CPRE developed an innovative new instrument to authentically measure teachers’ formative assessment practices in mathematics. The Teacher Analysis of Student Knowledge (TASK) is a grade-specific, online assessment which measures important components of instructional knowledge. The takeaways gleaned from use of the tool provide insight into the current state of teachers’ capabilities in helping kids learn. For instance, in grades K-2, nearly half of teacher responses focused on procedures for solving addition or subtraction problems rather than underlying concepts. Across all grade levels, the vast majority of teacher responses were procedural, focusing on what the student did to solve the problem rather than commenting on the student’s underlying conceptual understanding. This work — and its emphasis on evaluating students’ conceptual understanding — could begin to help improve how we better prepare teachers, provide professional development, and evaluate teacher effectiveness.(Jonathan Supovitz, Caroline B. Ebby and Philip Sirinides, CPRE, June 2013)...


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