A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies Page: 4
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of effective short-cycle formative assessment strategies. Therefore, the purpose of this
study was to examine in what ways the knowledge and use of short-cycle formative
assessment strategies by middle grades mathematics teachers changed as a result of
participation in targeted professional development accompanied with instructional
support.
Research Question
To examine middle grades mathematics teachers' knowledge and
implementation of short-cycle formative assessment instructional practices, the
following research question was developed for this study:
How does a sixth-grade mathematics teacher's knowledge and use of short-cycle
formative assessment strategies change after receiving targeted instructional
support?
Targeted Instructional Support
A plan for school leaders on how to provide teachers with targeted instructional
support that can transform their knowledge on a particular teaching phenomenon has
not been found in literature reviewed for this study and is therefore being defined here
to clarify what this researcher means by this term. To develop a targeted instructional
support plan for teachers, first a school leader will need to develop an instructional
focus that has great impact on student achievement. Second, after selecting an
instructional focus area, teacher's prior knowledge of the instructional focus area will
need to be ascertained. For instance, a teacher's prior knowledge can be learned using
a series of interview questions about the instructional focus area. Third, based on the
prior knowledge of the teacher participants and the instructional focus, the school leader4
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Davis, Adreana Andrus. A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies, dissertation, August 2017; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc1011817/m1/13/: accessed July 17, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .