Designing Professional Development for Assessment

摘要

Teachers rarely have opportunities to engage in assessment design even though classroom assessment is fundamental to effective teaching. This article describes a process of design, implementation, reflection and redesign that was used to create a model for professional development to improve teachers’ assessment practices. The improvement of the professional development model occurred over a period of eight years, in two different research projects involving middle grades mathematics teachers in the United States. This article also describes the design principles that teachers used to design classroom assessments and “learning lines” to support formative assessment of student understanding.