Designing Professional Development for Assessment Journal Article uri icon



  • Design considerations for a professional development model that supports teachers’ formative assessment practices Teachers rarely have opportunities to engage in assessment design even though classroom assessment is fundamental to effective teaching. This article describes a process of design, implementation, reflection and redesign that was used to create a model for professional development to improve teachers ’ assessment practices. The improvement of the professional development model occurred over a period of eight years, in two different research projects involving middle grades mathematics teachers in the United States. This article also describes the design principles that teachers used to design classroom assessments and “learning lines” to support formative assessment of student understanding.

publication date

  • January 1, 2009

Date in CU Experts

  • January 20, 2016 1:52 AM

Full Author List


author count

  • 1

Other Profiles

International Standard Serial Number (ISSN)

  • 1759-1325

Additional Document Info

start page

  • 1

end page

  • 26


  • 1


  • 2