Improving the Accuracy of Teachers\u27 Judgments of Student Learning

We examined the effect of different professional development programs on the accuracy of teachers\u27 judgments of their students\u27 learning during three academic years. Teachers participated in a program focused on improving (a) use of formative assessment, (b) student-centered mathematics instruction, (c) use of both formative assessment and student-centered mathematics instruction; or (d) neither—a control group. Teachers\u27 judgment accuracy was greater for teachers who participated in professional development around improving student-centered mathematics instruction than for other groups. A multilevel analysis showed a significant positive relation between the accuracy of teachers\u27 judgments and student achievement