Educator Preparation and Development
Experimental Impacts of the Ongoing Assessment Project on Teachers and Students
In this report describes the results of a rigorous two-year study of the impacts of a mathematics initiative called Ongoing Assessment Project (OGAP) on teacher and student learning in grades 3-5 in two Philadelphia area school districts. OGAP is a mathematics program which combines teacher formative assessment practices with knowledge of student developmental progressions to build deeper student understanding of mathematics content.
Jonathan A. Supovitz
Jonathan Supovitz is the Executive Director of the Consortium for Policy Research in Education (CPRE) headquartered at University of Pennsylvania Graduate School of Education. At University of Pennsylvania, Supovitz is professor at the University of Pennsylvania's Graduate School of Education and director of the Consortium for Policy Research in Education (CPRE).
Study reveals OGAP produced meaningful impacts on teacher knowledge and student learning
New report describes the results of a rigorous two-year study of the impacts of the Ongoing Assessment Project (OGAP), a mathematics initiative, on teacher and student learning in grades 3-5 in two Philadelphia area school districts. OGAP is a mathematics program which combines teacher formative assessment practices with knowledge of student developmental progressions to build deeper student understanding of mathematics content.
Janine Remillard
Janine Remillard is an associate professor of mathematics education at the University of Pennsylvania’s Graduate School of Education. Her research interests include teachers’ interactions with mathematics curriculum materials, mathematics teacher learning in urban classrooms, and locally relevant mathematics instruction.
Katharine M. Conn
Katharine Conn is a senior research scientist at the Consortium for Policy Research in Education (CPRE) at Columbia University. Her current research focuses on issues of quality and access in primary and secondary education, teacher retention, alternative teacher preparation programs, school-to-work transitions in developing countries, and the use of meta-analysis in education research.
TASK Technical Report
This report reviews the development, piloting, and preliminary results from the large-scale field trial of the TASK Instrument (see cpre.org/task). In the first section, we review the need for an assessment of teachers’ capacity for learning trajectory-oriented instruction and the theoretical foundations that inform our work. We then describe the instrument and its development.
TASK: A Measure of Learning Trajectory-Oriented Formative Assessment
This interactive electronic report provides an overview of an innovative new instrument developed by CPRE researchers to authentically measure teachers’ formative assessment practices in mathematics.
David Cohen
David Cohen is the John Dewey Collegiate Professor of Education and a professor of public policy at the University of Michigan. His current research interests include educational policy, the relations between policy and instruction, and the improvement of teaching. His past work has included studies of the effects of schooling, various efforts to reform schools and teaching, the evaluation of educational experiments and large-scale intervention programs, and the relations between research and policy.
