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Educational Methods

University of Pennsylvania

CPRE Conference Presentations and Papers

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Full-Text Articles in Education

The Impact Of Ogap On Elementary Math Teacher Knowledge And Student Achievement, Jonathan A. Supovitz, Janine Remillard, Robert A. Nathenson May 2017

The Impact Of Ogap On Elementary Math Teacher Knowledge And Student Achievement, Jonathan A. Supovitz, Janine Remillard, Robert A. Nathenson

CPRE Conference Presentations and Papers

The Ongoing Assessment Project (OGAP) is a learning trajectory-oriented formative assessment program that develops teachers’ abilities to understand and apply research-based developmental trajectories in math content areas to deepen their thinking about their students. In OGAP, teachers learn to use a learning progression framework to continually assess and adapt their instruction to students’ developing understanding, aiming to move them towards more sophisticated strategies in a range of multiplicative contexts. For this reason, OGAP puts a premium on students’ precision of answer (including correctness and unit labeling) and sophistication of solution response.

In this study we examine the multi-year impacts of ...


Developing Measures Of Teacher And Student Understanding In Relation To Learning Trajectories, Caroline Ebby, Philip Sirinides, Jonathan Supovitz May 2017

Developing Measures Of Teacher And Student Understanding In Relation To Learning Trajectories, Caroline Ebby, Philip Sirinides, Jonathan Supovitz

CPRE Conference Presentations and Papers

This paper describes the impact of the OGAP intervention on teachers’ ability to use formative assessment data for instructional decision making. We measured this construct both before and after one and two years of the intervention with an instrument developed to measure teacher knowledge of student thinking in the activity of looking at and responding to student work. We begin with an overview of the design and development of the TASK instrument, and then present quantitative and qualitative findings on the impact on teacher responses.


School-Based Structures That Support Teacher Use Of Learning Trajectory Frameworks, Janine Remillard, Cecile Sam, Jordan D'Olier, Hayden Lyons May 2017

School-Based Structures That Support Teacher Use Of Learning Trajectory Frameworks, Janine Remillard, Cecile Sam, Jordan D'Olier, Hayden Lyons

CPRE Conference Presentations and Papers

The OGAP intervention incorporates two approaches to mathematics instruction that are well supported by research, but have not been uniformly adopted in U.S. schools: The first is ongoing formative assessment by teachers to tailor instruction to student needs (Black & Wiliam, 1998); the second is the use of learning trajectories to specify conceptual pathways for student development within specific domains (Daro et al., 2011; Sztajn et al., 2012). Implementing OGAP in schools involves a great deal of learning on the part of teachers and school leaders. It also involves embracing a fundamental shift in how one thinks about learning and designing instruction ...