ABSTRACT

The need and desire to understand and adopt formative assessment practices remain high on the agenda at all levels of educational systems around the world. To advance teachers’ use of formative assessment, research attention also needs to be paid to (a) understanding the challenges teachers face when asked to utilize formative assessment practices in subject-specific content areas and (b) to the development of appropriate and sufficiently powerful professional learning designs that can enable change for teachers. To begin addressing these needs, this paper offers a close examination of an intentionally designed professional learning (PL) series to help middle and high school Algebra I teachers understand the formative assessment process and then track and advance their classroom practice. The professional learning design, in this case, is based on a collaborative and formative approach to classroom practice and teacher change with high school mathematics teachers. Together, the PL model and tools provide a formative framework that bridges the theory-practice divide enabling teachers to conceptualize and then plan for, reflect on, and revise the ways in which new formative assessment practices are implemented in their classrooms. Through an analysis of the affordances and constraints of the PL design in practice, this paper provides insights into how discipline-specific professional learning can be better developed and supported throughout the teacher growth process.

摘要

在世界各地的所有教育系统中，理解和采用形成性评估实践的需求和愿望仍然是首要议题。为了促进教师对形成性评估的使用，还需要注意研究（a）了解教师在被要求在特定学科内容领域利用形成性评估实践时所面临的挑战，以及（b）开发适当且足够强大的专业的学习设计可以为教师带来变革。为了满足这些需求，本文对有意设计的专业学习（PL）系列进行了仔细的检查，以帮助初中和高中代数I老师理解形成性评估过程，然后跟踪和推进课堂实践。在这种情况下，专业学习设计 基于一种与高中数学老师一起的课堂实践和教师变更的协作和形成性方法。PL模型和工具一起提供了一个形成性的框架，该框架弥合了理论与实践之间的鸿沟，使教师能够概念化，然后计划，反思和修改在教室中实施新的形成性评估实践的方式。通过对实践中PL设计的能力和约束进行分析，本文提供了有关如何在教师成长过程中更好地发展和支持特定学科的专业学习的见解。PL模型和工具提供了一个形成性的框架，弥合了理论与实践之间的鸿沟，使教师能够概念化，然后计划，反思和修改在教室中实施新的形成性评估实践的方式。通过对实践中PL设计的能力和约束进行分析，本文提供了有关如何在教师成长过程中更好地发展和支持特定学科的专业学习的见解。PL模型和工具提供了一个形成性的框架，弥合了理论与实践之间的鸿沟，使教师能够概念化，然后计划，反思和修改在教室中实施新的形成性评估实践的方式。通过对实践中PL设计的能力和约束进行分析，本文提供了有关如何在教师成长过程中更好地发展和支持特定学科的专业学习的见解。