03 SES 06 JS, Addressing the Challenges at the Interface of Curriculum Innovation and Evaluation
Symposium JS NW 03 and NW 09
Using evidence of student understanding is crucial for teachers to improve instruction, yet accomplishing this in the current U.S. assessment context comes with numerous challenges, such as resource and time constraints as well as variation in teacher knowledge (Bennett, 2011; Riggan & Oláh, 2011). Bennett (2010) proposes leveraging a domain-specific competency model and associated learning progressions as one way to inform assessment design, curriculum, and teacher professional development so that these components can better impact classroom practice. The purpose of this paper is to present Cognitively Based Assessment of, for, and as Learning (CBAL) as a model for linking a learning progression to classroom assessment in mathematics. A series of computer-based formative tasks designed to assess 4th- and 5th-grade students’ understanding of rational number were developed from a learning progression (Arieli-Attali & Cayton-Hodges, in press) and were piloted in classrooms in 2014. Results from student work as well as from educator interviews will speak to the utility of the learning progression and the tasks to inform teacher interpretation of student understanding and instructional modification. We will also discuss the challenges that accompany such work as well as modifications to materials that may help strengthen the link between assessment and instruction.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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