Improving Teachers’ Assessment Practices Through Professional Development: The Case of National Board Certification

Abstract

This study examines how mathematics and science teachers’ classroom assessment practices were affected by the National Board Certification process. Using a 3-year, longitudinal, comparison group design, evidence of changes in teachers’ classroom practice were measured on six dimensions of formative assessment. The National Board candidates began the study with lower mean scores than the comparison group on all six assessment dimensions; had higher mean scores on all dimensions by the second year, with statistically significant gains on four of the dimensions; and continued to demonstrate substantially higher scores in the third year. Pronounced changes were in the variety of assessments used and the way assessment information was used to support student learning. National Board candidates attributed changes in practice to the National Board standards and assessment tasks. Comparison group teachers who showed noticeable changes in practice described professional development experiences similar to those supported by the National Board Certification process.

Improving teachers’ assessment literacy through professional development

“…McMunn et al further emphasized that ongoing, sustained professional development is more effective than one-time, ad-hoc workshops to support teachers' efforts at improving their assessment practices. Sato, Wei, and Darling-Hammond (2008) conducted a longitudinal study to track the changes of mathematics and science teachers' classroom formative practices as a result of their participation in the National Board Certification process. The National Board Certification provided teachers with professional development in using rigorous assessment and teaching standards.…”

The Relationships between Teacher Quality and Sixth Grade Students’ Mathematics Competencies in Kenya and Zimbabwe

“…Additionally, contextual constraints such as lack of preparation time, participation in other non-related teaching activities, students' absenteeism, and selection of inappropriate curriculum materials for instruction can reduce the perceived quality of a teacher (Kennedy, 2010). Therefore, the certification process in countries such as the United States, in which teachers reflect on their instructional practices and then have chances to adjust their thinking during their portfolio development process is influenced by these contextual factors (Sato, Wei, & Darling Hammond, 2008).…”

The Correlation between Professional Development and Teacher's Self-Efficacy

“…In the framework of this program teachers are asked to analyze their teaching methods and the needs of the pupils, to present videos on their teaching approach and to suggest ways of developing their pupil's achievements and creativity. A study which examined the influence of this program found that the majority of teachers who took part in this program reported a significant improvement in their teaching techniques after participating in the program (Sato, Wei & Darling-Hammond, 2008). Beyond this specific program, the great advantage of formal professional development programs is that they can be monitored and the effects can be examined more accurately than non-formal programs (Little, 2006).…”