Reports
Please note that CRESST reports were called "CSE Reports" or "CSE Technical Reports" prior to CRESST report 723.
Joan Herman, Ellen Osmundson, Yunyun Dai, Cathy Ringstaff, and Mike Timms
Summary
Drawing from a large efficacy study in upper elementary science, this report
had three purposes: First to examine the quality of teachers'
content-pedagogical knowledge in upper elementary science; second, to
analyze the relationship between teacher knowledge and their assessment
practice; and third, to study the relationship between teacher knowledge,
assessment practice, and student learning. Based on data from 39 teachers,
CRESST researchers found that students whose teachers frequently analyzed
and provided feedback on student work had higher achievement than students
whose teachers spent less time on such activities. The findings support
other research indicating the power of well-implemented formative assessment
to improve learning.
