◆Lecture information◆

Time: April 23rd

Room: Room 104, Wen Ke Building

Organizer: the Department of Educational Psychology

Speaker:Brent Duckor

Brent Duckor is an Associate Professor in the Lurie College of Education at San José State University. He teaches courses in classroom assessment and evaluation, educational psychology and supervises pre-service teachers in the Single Subject Credential Program in the Department of Teacher Education. He also serves as a core faculty member and dissertation advisor in the Ed.D. Leadership program at SJSU. 

Host: Chanjin Zheng

Dr. Chanjin Zheng is an Associate Researcher in the Department of Educational Psychology. He holds a Ph.D. in Educational Psychology at the University of Illinois at Urbana-Champaign. His research interests include education and psychometrics. Specific research topics include modeling of modern education and psychometric techniques, parameter estimation, and applications in computerized adaptive tests.

Morning session: 9:30am

Making formative assessment (FA) moves: 7 high leverage practices to connect instructional decision-making and assessment for learning

Abstract：

While research has shown for decades that teachers who engage in formative assessment (FA) practices may have the most powerful impact on student learning, less is known about the development of teachers’ knowledge and use of formative assessment as they plan, enact, and reflect on their classroom instructional practice. Sharing examples from empirical case studies in both pre- and in-service contexts, Dr. Duckor will introduce a new FA framework for revealing how, for example, middle school math and science teachers take up specific “high leverage” moves during classroom instruction. Participants will have opportunities to discuss and examine video examples of FA practice.

Afternoon session: 2:00pm

Linking “value added” formative assessment moves: Rethinking translation, application and practice with a learning progressions framework

Abstract：

Employing a “teacher learning progressions” framework, Dr. Duckor will explore how to map specific “high leverage” trajectories of “FA moves” with consideration of empirical case studies in both pre- and in-service contexts. The implications for assessing teacher growth, linking teacher preparation to licensure demands, and the alignment of current observation-oriented evaluation tools with formative assessment practices are also considered.