Educator Preparation and Development

TASK: A Measure of Learning Trajectory-Oriented Formative Assessment

Research Report
2013

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

Senior Research Specialist, CPRE
University of Michigan

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.

Allan Odden

Senior Research Specialist, CPRE
University of Wisconsin-Madison

Allan Odden is professor emeritus of educational leadership and policy analysis at the University of Wisconsin-Madison and co-director of the Consortium for Policy Research in Education (CPRE). He previously served as professor of education policy and administration at the University of Southern California (1984-1993), and director of Policy Analysis for California Education (PACE), an education policy consortium of USC, Stanford and the University of California, Berkeley.

Thomas B. Corcoran

Senior Research Specialist, CPRE
Teachers College, Columbia University

Caroline B. Ebby

Senior Research Specialist, CPRE
University of Pennsylvania

Caroline B. Ebby is Senior Researcher at the Consortium for Policy Research in Education (CPRE) and an Adjunct Associate Professor at the Graduate School of Education at the University of Pennsylvania. She has extensive experience bridging the worlds of university-based research and school-based practice in mathematics education. Her research focuses on building teacher capacity, the use of learning trajectories to enhance formative assessment, and improving mathematics instruction through university-school partnerships. At Penn GSE, Dr.

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