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- W2891929771 abstract "Abstract We examined the effect of different professional development programs on the accuracy of teachers' judgments of their students' learning during three academic years. Teachers participated in a program focused on improving (a) use of formative assessment, (b) student-centered mathematics instruction, (c) use of both formative assessment and student-centered mathematics instruction; or (d) neither—a control group. Teachers' judgment accuracy was greater for teachers who participated in professional development around improving student-centered mathematics instruction than for other groups. A multilevel analysis showed a significant positive relation between the accuracy of teachers' judgments and student achievement." @default.
- W2891929771 created "2018-09-27" @default.
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- W2891929771 date "2018-11-01" @default.
- W2891929771 modified "2023-09-24" @default.
- W2891929771 title "Improving the accuracy of teachers' judgments of student learning" @default.
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- W2891929771 doi "https://doi.org/10.1016/j.tate.2018.08.004" @default.
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