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Supporting Teachers’ Use of Individual Diagnostic Items


by E. Caroline Wylie & Joseph F. Ciofalo — September 05, 2008

This article addresses the concept of using single diagnostic items formatively during the course of instruction, which is the basis of a project in which 4th and 8th grade mathematics and science teachers are incorporating diagnostic items into their every day classroom practice. In this commentary, we focus on a framework for thinking about sources of misconceptions and how that framework was used to support teachers’ developing their own diagnostic items in order to generate richer evidence of student learning. The article concludes with a broader perspective on how this work can influence teaching and learning


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Cite This Article as: Teachers College Record, Date Published: September 05, 2008
http://www.tcrecord.org ID Number: 15363, Date Accessed: 10/18/2017 11:01:22 AM

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About the Author
  • E. Wylie
    Educational Testing Service
    E-mail Author
    CAROLINE WYLIE is a researcher at Educational Testing Service. Her research interests include psychometric issues and assessor training for performance assessments, teacher licensure/certification, formative assessment and the creation of sustainable, scaleable professional development for teachers.
  • Joseph Ciofalo
    Educational Testing Service
    E-mail Author
    JOSEPH CIOFALO is a developer/facilitator at Educational Testing Service. His educational interests include advanced teacher certification, teacher performance assessments, formative assessment, and the creation of sustainable, scaleable professional development for teachers.
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