PERC 2011 Abstract Detail Page
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| Abstract Title: | Development of Proximal Formative Assessment Skills in Video-based Teacher Professional Development |
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| Abstract: | Proximal formative assessment skill development is a primary goal of the academic-year professional development course offered by the Energy Project at SPU. We have adapted a video club model (Sherin & Han, 2004) in which groups of teachers watch and discuss video of classroom interactions. Video from the professional development course shows differences in the qualities of discourse between participants as they discuss episodes of video from their own classrooms. Two dominant orientations of groups of teacher-participants emerge during discussion of classroom video: orientation to details of the video data and interpretation of student discourse and actions; and orientation to the broader instructional context, including comparison to their own classroom experience and considerations of how to improve the instruction. The student-focused orientation appears to be more productive than the instruction-focused orientation for growth in proximal formative assessment skills. |
| Abstract Type: | Gallery Session Poster |
| Poster Gallery Session: | Proximal Formative Assessment |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
Author/Organizer Information | |
| Primary Contact: |
Eleanor W. Close Seattle Pacific University |
| Co-Author(s) and Co-Presenter(s) |
Rachel E. Scherr, Seattle Pacific University Hunter G. Close, Texas State University - San Marcos Sarah B. McKagan, McKagan Enterprises |
