Search results for: Chamberlin Michelle T.

This article presents a project aimed to evaluate how assessing teachers’ mathematical knowledge within a professional development course impacted from the teachers’ perspective their learning and their experience with the course. 17 grade 5–9 teachers enrolled in the course participated in the study by completing written reflections and by describing their experiences in interviews. The authors learned that while their original intent was “to do no harm,” the teachers reported that their learning was enhanced by the assessment.