Providing Formative Feedback to Pre-service Teachers as they Practice Facilitation of High-Quality Discussions in Simulated Mathematics and Science Methods Classrooms

ID: 52442 Type: Brief Paper
  1. Priya Kannan, Diego Zapata-Rivera, Jamie Mikeska, Andrew Bryant, Rodolfo Long, and Heather Howell, Educational Testing Service, United States

Thursday, March 29 10:15-10:35 AM Location: Edison B View on map

Presider: Nance Wilson, SUNY College at Cortland, United States

Abstract: In this study, we evaluated the on-going feedback needs for both teacher educators and preservice teachers (PSTs) from formative performance-based tasks. Specifically, we used a simulated performance-based task that would be formatively administered multiple times during a semester within teacher education programs. We started our iterative design cycle by designing preliminary mockups of an interactive scoring and reporting system for teacher educators and PSTs, and subsequently evaluated these mockups through focus groups. Participants evaluated the usability of the preliminary mockups and identified a prioritized list of user-specific needs through organized whole- and small-group activities. Overall, participants in the focus groups thought that the preliminary mockups met many of their needs for feedback in a formative context. However, participants also identified additional needs and had some insightful suggestions for revisions. Finally, the relative importance of the identified needs was then confirmed through a post-meeting survey. In this paper we describe the results, substantiated conclusions, and the scholarly significance of this work for teacher education.


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