Description:

Purpose: In this project, the researchers proposed to develop and pilot test a set of diagnostic questions for teachers to better understand student misconceptions in science and mathematics. In the early 2000s, international comparisons of the academic achievement suggested that U.S. students were less prepared in mathematics and science than their international counterparts. To address this performance gap, the researchers proposed to develop a set of questions that were closely tied to common state content standards for teachers to integrate into course content. The researchers contended that this strategy would improve students' achievement by developing an effective strategy for improving mathematics and science instruction at the elementary and middle school levels.

Structured Abstract

In the first phase of this project, the researchers are examining mathematics and science education materials currently in use and developing questions teachers can use to identify student misconceptions that may occur in the process of mastering that material.

In the second phase the researchers are working with 48 elementary and middle school teachers to have them use those questions in their instruction, using this as a basis for refining the questions and the way the researchers help the teachers learn how to make use of them. In the third phase, the researchers are randomly assigning 96 teachers either to learn how use the refined questions in their teaching or to continue as before and evaluating the effects of this approach on the academic achievement of their students. The researchers are also using classroom observation and teacher journals to study how much teachers make use of these questions and how that use alters the teachers' classroom practices. The goal of the project is to improve students' math and science achievement by developing an effective strategy for improving mathematics and science instruction at the elementary and middle school levels.

Products and Publications

ERIC Citations: Find available citations in ERIC for this award here.

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Journal articles

Ciofalo, J.F., and Wylie, E.C. (2006). Using Diagnostic Classroom Assessment: One Item at a Time. Teachers College Record: 1–6.

Wylie, E.C., and Ciofalo, J.F. (2008). Supporting Teachers' Use of Individual Diagnostic Items. Teachers College Record: 1–3.