Why should teachers be involved in interpreting data from learner assessments?
The Data-Informed Practice Improvement Project (DIPIP, Phases I and II) was a teacher professional development project carried out in South Africa between 2007 and 2010. It was one of the first attempts in the country to include teachers in a systematic process of interpretation of learners’ performance data on a standardized test.
The involvement of teachers in error analysis of assessment results is important for opening teachers’ understanding of the way they teach. There is, however, very little research on the quality of reasoning displayed by teachers in their analysis of learners’ error or on what this practice in fact involves. Findings showed a strong correlation between procedural and conceptual explanations and between mathematical awareness of errors and the ability to think diagnostically about learners’ mathematical errors.
Ingrid Sapire, project coordinator and researcher in the DIPIP at Wits University, will present data of teachers working in groups on error analysis activities. She has been involved in mathematics teacher education for 21 years. She is the mathematics team leader for PILO (Program for Improving Learning Outcomes), which is implementing the Foundation phase mathematics strategy in two provinces in South Africa (KwaZulu Natal and the Northern Cape).
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