Using Photographs and Learning Trajectories to Enhance Teacher Noticing to Support Formative Assessment

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Author(s): Katherine Ariemma Marin (Stonehill College, USA), Sarah A. Roller (The University of Alabama, Huntsville, USA)and Elizabeth Petit Cunningham (University of Michigan, Flint, USA)
Copyright: 2020
Pages: 16
Source title: Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms
Source Author(s)/Editor(s): Christie Martin (University of South Carolina, USA), Drew Polly (University of North Carolina, Charlotte, USA)and Richard Lambert (University of North Carolina, Charlotte, USA)
DOI: 10.4018/978-1-7998-0323-2.ch007

Keywords: Education / Information Science Reference / K-12 Education / Learning Assessment and Measurement

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Abstract

In this chapter, the authors propose a re-imagined framework for formative assessment that weaves professional teacher noticing with the use of learning trajectories and photographs. Photographs can be used to capture “disappearing data” in early childhood mathematics classrooms as a way of documenting children's mathematical thinking and used in data analysis for formative assessment. A case study, including a series of photographs of a single child's work on a one more/one less task is used to demonstrate the ways in which this new framework can be used as part of a coaching cycle aimed at improving formative assessment. The coach supports the teacher in using photographs to document student thinking; employing professional noticing coupled with learning trajectories to identify where the student's work is along the Base 10 progression of counting; and synthesizing noticings and trajectories to plan instructional next steps. Implications for both teaching and research are identified and explored.

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Using Photographs and Learning Trajectories to Enhance Teacher Noticing to Support Formative Assessment

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