The collaborative visualization project
Communications of the ACM - Special issue on technology in K–12 education
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Teachers in the midst of reforming their classroom environments need to make radical changes to the teaching and learning activities of themselves and their students. As teachers involved in the Learning through Collaborative Visualization (CoVis) Project [Pea, 1993] have discovered, classroom assessment is one of the most vital tools they have for shaping such changes. In general, teachers' assessment practices are key to structuring classroom activity and communicating expectations to students. In essence, assessment forms an infrastructure that both students and teachers rely upon as a mediational tool for classroom activity and communications. When teachers wish to change their pedagogical practices, they need to make concurrent changes in their classroom assessment infrastructure that will support and guide students in their new learning environment. The dissertation described here explores how classroom assessment infrastructures are used by four experienced, reform minded science teachers as a tool for crafting project based science classrooms.