Like this Product? Get CRESST News Every Month!

Don't miss out on the latest CRESST news including our FREE reports and products. Subscribe to the monthly CRESST E-newsletter right now!

We only use this address for the monthly CRESST E-Newsletter and will ask for confirmation before adding you to our list.



No thanks | Don't ask again

Reports

Please note that CRESST reports were called "CSE Reports" or "CSE Technical Reports" prior to CRESST report 723.

#822 – The Impact of Short-Term Science Teacher Professional Development on the Evaluation of Student Understanding and Errors Related to Natural Selection
Rebecca E. Buschang

Summary

This study evaluated the effects of a short-term professional development session. Forty volunteer high school biology teachers were randomly assigned to one of two professional development conditions: (a) developing deep content knowledge (i.e., control condition) or (b) evaluating student errors and understanding in writing samples (i.e., experimental condition). A pretest of content knowledge was administered, and then the participants in both conditions watched two hours of online videos about natural selection and attended different types of professional development sessions lasting four hours. Significant differences between conditions in favor of the experimental condition were found on participant identification of critical elements of student understanding of natural selection and content knowledge related to natural selection. Results suggest that short-term professional development sessions focused on evaluating student errors and understanding can be effective at focusing a participant‟s evaluation of student work on particularly important elements of student understanding. Results have implications for understanding the types of knowledge necessary to effectively evaluate student work and for the design of professional development.


1