Closing Learning Gaps Proximally with Teacher-Mediated Diagnostic Classroom Assessment

In this article, we provide empirical evidence on the utility of a teacher-mediated diagnostic classroom assessment intervention for identifying and addressing learning gaps in learner domains. Early results, based on 11 treatment and 27 comparison classes with 381 students and 38 teachers overall,...

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Bibliographic Details
Published in:Research in the schools 2009-10, Vol.16 (2), p.59
Main Authors: Chatterji, Madhabi, Koh, Nancy, Choi, Linda, Iyengar, Radhika
Format: Article
Language:English
Subjects:
Achievement Gains
Classroom Observation Techniques
Educational Diagnosis
Educational evaluation
Formative Evaluation
Grade 5
Grade 6
Learning
Learning Processes
New York
Performance Based Assessment
Student Development
Student Evaluation
Students
Teachers
Teaching
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Summary:In this article, we provide empirical evidence on the utility of a teacher-mediated diagnostic classroom assessment intervention for identifying and addressing learning gaps in learner domains. Early results, based on 11 treatment and 27 comparison classes with 381 students and 38 teachers overall, indicated positive changes in teachers' assessment practices and attitudes, with corresponding student achievement gains. Supplementary observations pointed to challenges in creating a learning-centered assessment culture in schools operating under a high stakes assessment climate. We situated the findings in existing research evidence on formative classroom assessment, test-driven school reforms, and the currently available body of knowledge on how individuals learn, and argue for more proximally conducted formative assessment by teachers to address learner needs and achievement gaps in subject area domains. (Contains 2 figures and 6 tables.)
ISSN:1085-5300