Terry P. Vendlinski

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Valid formative assessment is an essential element in improving both student learning and the professional development of educators. Various shortcomings in common assessment modalities, however, hinder our ability to make and evaluate such formative decisions. The diffusion of computer technology into American classrooms offers new opportunities to(More)
While research suggests that formative assessment can be a powerful tool to support teaching and learning, efforts to jump on the formative assessment bandwagon have been more widespread than those to assure the technical quality of the assessments. This report covers initial analyses of data bearing on the quality of formative assessments in middle school(More)
This paper describes a technique for developing and analyzing detailed models of complex student problem solving, and methods to measure the reliability and validity of these models. Specifically, we use the Interactive Multi-media Exercises (IMMEX) system to record the specific steps students use to solve open-ended problems. While IMMEX has been used in(More)
This article reports findings on growth in three science teachers' expertise with interpretation of student work over 1 year of participation in a program. The program was designed to strengthen classroom assessment in the middle grades. Using a framework for classroom assessment expertise, we analyzed patterns of teacher learning, and the roles of the(More)
The findings and opinions expressed in this report do not necessarily reflect the positions or policies of the Abstract This report describes results from field-testing of POWERSOURCE © formative assessment alongside professional development and instructional resources. The researchers at the National Center for Research, on Evaluation, Standards, & Student(More)
The findings and opinions expressed here do not necessarily reflect the positions or policies of the National Abstract Understanding the meaning of rational numbers and how to perform mathematical operations with those numbers seems to be a perennial problem in the United States for both adults and children. Based on previous work, we hypothesized that(More)
The findings and opinions expressed in this report are those of the authors and do not necessarily reflect the positions or policies of the US Department of Education. Abstract Making the transition from arithmetic to mathematics, especially algebra, is critical to future academic and economic success, yet many students find this transition difficult and(More)
The Assessment Design and Delivery System (ADDS) is a web-based assessment design tool developed by teachers and researchers at CRESST. The goal of ADDS is to improve the quality of classroom assessments. The tool is applicable across subject domains. As part of the design process, teachers to decide the attributes of an assessment as well as the context(More)