Scaling Teachers' Professional Development for ASSISTments: Evaluation Final Report
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| Title: | Scaling Teachers' Professional Development for ASSISTments: Evaluation Final Report |
|---|---|
| Language: | English |
| Authors: | Mingyu Feng, Linlin Li, Natalie Brezack, Chun-Wei Huang, Kim Luttgen, Jenna Grady, Shuangting Yang, Abby Lavine, Kelly Collins, Megan Schneider, WestEd |
| Source: | WestEd. 2025. |
| Availability: | WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org |
| Peer Reviewed: | N |
| Page Count: | 84 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Office of Elementary and Secondary Education (OESE) (ED), Education Innovation and Research (EIR) |
| Contract Number: | U411B190024 |
| Document Type: | Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 6 Intermediate Grades Grade 7 Grade 8 |
| Descriptors: | Educational Technology, Middle School Teachers, Communities of Practice, Faculty Development, Feedback (Response), Formative Evaluation, Teacher Collaboration, Middle School Students, Mathematics Achievement, Middle School Mathematics, Intervention, Rural Schools, Disadvantaged Schools, Independent Study, Public Schools, Achievement Tests, Program Effectiveness, Program Implementation, Fidelity, Data Use, Cost Effectiveness, Mathematics Instruction, Grade 6, Grade 7, Grade 8 |
| Assessment and Survey Identifiers: | Measures of Academic Progress |
| Abstract: | The "Scaling Teachers' Professional Development for ASSISTments: Evaluation Final Report" examines how a virtual professional learning community (vPLC) and immediate, elaborated feedback during independent math practice supported teachers in enhancing formative assessment practices, fostering sustained collaboration, and improving student math achievement. The report demonstrates that the intervention is evidence based, cost-effective, and adaptable across varied educational contexts, including rural and underresourced schools. [WestEd worked as a subcontractor to Worcester Polytechnic Institute and partnered with The ASSISTments Foundation and Lesley University for this report.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED677852 |
| Database: | ERIC |
| Abstract: | The "Scaling Teachers' Professional Development for ASSISTments: Evaluation Final Report" examines how a virtual professional learning community (vPLC) and immediate, elaborated feedback during independent math practice supported teachers in enhancing formative assessment practices, fostering sustained collaboration, and improving student math achievement. The report demonstrates that the intervention is evidence based, cost-effective, and adaptable across varied educational contexts, including rural and underresourced schools. [WestEd worked as a subcontractor to Worcester Polytechnic Institute and partnered with The ASSISTments Foundation and Lesley University for this report.] |
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