On Enhancing Teachers' Formative Assessment Practices: The Case for Science Journals

9910020SHAVELSONT他的SGER项目旨在探索利用学生的科学期刊作为教职员工发展的工具，以改进小学科学课堂的形成性评估实践。该项目将通过以下方式改进这些评估实践：(1)创建一个概念性和实践性的框架，以指导教师和学生有效地使用期刊；(2)创建一个试点教师提升计划，以科学期刊为例，帮助教师反思和改进他们的形成性评估实践，并提高他们自己的教学知识；以及(3)探索实施专业发展计划对教师形成性评估实践和学生表现的影响。来自旧金山学区的4至6名教师将参与这一探索性项目。他们的专业发展经验的评估将侧重于其影响，通过比较教师的评估做法，特别是他们的反馈的质量，与学生在实施专业发展活动之前和之后的表现。这项研究的设计将包括同一教师的日记反馈实践和他们的学生在没有员工发展干预的情况下在先前研究中的成绩的数据。如果加强战略被证明是成功的，这项努力的下一步将是在更大的范围内修订、实施、评估和传播这种类型的专业发展。

9910020SHAVELSONThis SGER project is designed to explore the use of students' science journals as a tool for staff development to improve formative assessment practices in science classrooms at the elementary school level. The project would improve these assessment practices by: (1) creating a conceptual and practical framework that can guide effective use of journals by teachers and students; (2) creating a pilot teacher enhancement program that, by using science journals as an example of a classroom assessment, helps teachers reflect on and improve their formative assessment practices, and improve their own content knowledge; and (3) exploring the impact of the implementation of the professional development program on teachers' formative assessment practices and on their students' performance.Four to six teachers from the San Francisco School District will participate in this exploratory project. The evaluation of their professional development experience will focus on its impact by comparing the teachers' assessment practices, specifically the quality of their feedback, with student performance before and after the implementation of the professional development activity. The design of the study will include data on the same teachers' journal feedback practices and their students' achievement in a prior study with no staff development intervention. The next step in this effort if the enhancement strategy proves successful will be to revise, implement, evaluate and disseminate this type of professional development in a larger context.