Tuesday, April 8, 2014: 10:40 AM
Room 205 ( Ernest N. Morial Convention Center)
In this paper, we draw on the results of a large scale field test of TASK, an instrument that was developed to measure teachers' knowledge of student thinking within the context of looking at student-generated work to investigate the relationships between: (1) teachers' analysis of student thinking; (2) the ability to situate student strategies in a learning trajectory; and (3) instructional decision making.