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Learning to teach: Prospective teachers’ evaluation of students’ written responses on a 1992 NAEP Graphing Task. (English)
Sch. Sci. Math. 102, No. 7, 346-358 (2002).
This article describes how prospective elementary teachers examined, analyzed, and evaluated four students’ written responses on a graphing task for an end-of-course performance assessment in a mathematics methods course. Also, they described teaching strategies that built on what students know and do not know, as shown in the fourth-grade students’ work. This course assessment provided evidence of the prospective teachers’ pedagogical content knowledge. Two themes emerged in the context of this final course project: the importance of process and correct answers and the usefulness of creating rubrics.
Classification: D62
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