In this paper, it is argued that the failure of educational research to impact on practice stems from a failure to understand the nature of expertise in teaching, and that traditional models of knowledge transfer can only be effective for those at a relatively limited level of competence. Instead, it is suggested that teachers need to be involved, collaboratively, with researchers in a joint process of knowledge creation. In the King's-Medway-Oxfordshire Formative Assessment Project (KMOFAP) a group of 24 secondary school teachers (grades 6 to 12) of mathematics and science were supported in developing action plans of how they wanted to develop their classroom assessment practice with a single class, through a series of four day-long workshops, and by observations of their teaching. Comparison with local controls (established on a case-by-case basis for each teacher) on curriculum-based tests, showed an average effect size of +0.32. (Author)
In: Proceedings of the Annual Meeting [of the] North American Chapter of the International Group for the Psychology of Mathematics Education (24th, Athens, GA, October 26-29, 2002). Volumes 1-4; see SE 066 887.