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Abstract Title: Development of Proximal Formative Assessment Skills in Video-based Teacher Professional Development
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