People and institutions involved
IES program contact(s)
Products and publications
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications:
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.
Supplemental information
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.
Questions about this project?
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