000			02143nam a22003257a 4500
003			OSt
005			20240902152615.0
008			240902b |||||||| |||| 00| 0 eng d
022			_a0022-0671
040			_cDSSC
082			_aPer/378/R191/2016
100			_aRandel, Bruce _911506
130			_aThe Journal of Educational Research _911399
245			_aImpacts of professional development in classroom assessment on teacher and student outcomes _cby Bruce Randel, Helen Apthorp, Andrea D. Beesley, Tedra F. Clark and Xin Wang
300			_app. 491-502
336			_atext
337			_aunmediated
338			_avolume
440			_vvol. 109 n5 _x0022-0671
500			_aThe authors describe an impact study of Classroom Assessment for Student Learning (CASL), a widely used professional development program in classroom and formative assessment. Researchers randomly assigned 67 elementary schools to receive CASL materials or continue with regularly scheduled professional development. Teachers in CASL schools formed learning teams, trained with CASL materials, and implemented CASL in their classrooms under real-world conditions and without any involvement of, or requirements from, the researchers. Analysis of all schools and 9,596 students failed to yield statistically significant impacts of CASL on student mathematics achievement as measured by the statewide test. Impact analyses with 231 teachers yielded statistically significant positive impacts of CASL on teacher knowledge of assessment and the frequency of student involvement in classroom assessment. No statistically significant impacts were found on teachers' assessment practice. CASL implementation fidelity was below the CASL developer recommendations. Findings suggest potential of CASL for improving teacher outcomes.
600			_2
650		0	_aProfessional education _911507
650		0	_aProfessional education development _911508
650		0	_aContinuing education _95478
700			_aApthorp, Helen _911509
700			_aWang, Xin _911512
700			_aClark, Tedra F. _911511
700			_aBeesley, Andrea D. _911510
942			_2ddc _cPINDEX
999			_c8285 _d8285