Publications & Resources
Developing Expertise With Classroom Assessment in K-12 Science: Learning to Interpret Student Work
Interim Findings From a 2-Year Study
Maryl Gearhart, Sam Nagashima, Jennifer Pfotenhauer, Shaunna Clark, Cheryl Schwab, Terry Vendlinski, Ellen Osmundson, Joan Herman, and Diana J. Bernbaum
We report findings on growth in three science teachers’ expertise with interpretation of student work over 1 year of participation in a program. The program was designed to strengthen classroom assessment in the middle grades. Using a framework for classroom assessment expertise, we analyzed patterns of teacher learning, and the roles of the professional program and the quality of the assessments provided with teachers’ instructional materials.
Gearhart, M., Nagashima, S., Pfotenhauer, J., Clark, S., Schwab, C., Vendlinski, T., … Bernbaum, D. J. (2006). Developing expertise with classroom assessment in K-12 science: Learning to interpret student work
interim findings from a 2-year study (CSE Report 704). Los Angeles: University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).