Search results for: Formative evaluation

By implementing a system of common formative assessments, the teachers at an American urban elementary school improved student achievement. Furthermore, using this system, the teachers facilitated their own professional development.

New teachers are often required to go through an induction program in order to become fully certified. Induction programs are varied and the overall picture regarding their implementation is uneven. This article addresses the gap between program policy and implementation regarding various aspects of the Israeli teacher induction program.

The Early Childhood Professional Mentoring Group (ECPMG) was established to develop a forum of support for recent graduates of the authors' university's Masters programs in Early Childhood and Early Childhood Special Education. Moreover, this group was established to create a process for exploring and evaluating the ways that the university's programs are preparing professionals for practice. In order to gain insight into the process and the value of the group, throughout its 1st full academic year, the authors, as cofacilitators, conducted a 45-minute debriefing session after each monthly meeting. During these sessions, the authors reflected on the group's dynamics, topics or themes presented, and their own ways of participating, collaborating, and making meaning of the experience.

This paper reports how a teacher–researcher partnership examined a biology teacher's existing pedagogical practices. Furthermore, the paper attempted, through a task design innovation, to create the circumstances under which more interactive and emergent assessment for learning practices could flourish in her classroom. This work involved the use of digital video playback technology as the trigger or catalyst for reflection on concrete experiences by the teacher and her students to occur. Results suggest that the digital video innovation brought about changes in student–teacher interactions in science practical work and assisted the teacher in reflecting on her professional learning.