AV°ÍÊ¿

The project studied the development of the science assessment practices of teachers in high-needs districts. It worked with prior participants in Noyce-funded pre-service teacher education programs, as well as in-service teachers participating in an NSF-funded professional development program. It described current assessment practices and how those had changed over time; the conceptual, pedagogical, cultural, and political challenges negotiated by teachers as they made changes in their practices in Boston Public Schools and other high needs districts; and how assessment practices were related to student performance in those districts.

AV°ÍÊ¿ provided formative and “critical friend” feedback to the project, supporting the rigor of the project’s own research study by addressing issues of design, instrumentation, sampling, data collection, analysis, and interpretation.