Teachers reported that CRS-and-TEFA use gave them more information about student thinking and that they changed lessons in response to that formative information¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Several teachers reported gaining more information about how their students were thinking about concepts, and reported instances of changing lessons as a result. → Ian D. Beatty 2008
Evidence¶
Ian D. Beatty 2008¶
Ian D. Beatty, Allan Feldman, William J. Leonard, William J. Gerace, Karen St. Cyr, Hyunju Lee, Robby Harris. (2008). Teacher Learning of Technology-Enhanced Formative Assessment. NARST 2008 conference paper. https://eric.ed.gov/?q=Teacher+Learning+of+Technology-Enhanced+Formative+Assessment
q2 · i? · qualitative · r2
Teacher self-report data from the project's first site, with instances the authors say were "verified by videotape data and pre/post-taping interviews". This is a preliminary observational finding; no effect sizes are printed.
"several teachers reported that the use of a CRS and TEFA helped them gain more information about how their students were thinking about concepts. And they reported (verified by videotape data and pre/post-taping interviews) instances where they changed their lessons as a result of the formative information"
Discussion¶
Related Claims¶
-
Assessment for learning improves achievement — the general claim this finding bears on, with the studies behind it
-
Contingent scaffolding improves learning more than fixed or absent support. — the general claim this finding bears on, with the studies behind it
- Teachers adapt TEFA to their own terms and contexts, with learning trajectories that are personal and idiosyncratic — related
- After one year of TEFA professional development, videotaped lessons showed increased discussion time, more student-student interactions, less IRE interaction, and more varied discussion formats — related
- A structured feedback-and-reflection cycle (pre-lesson plan review, immediate verbal comments, written feedback, take-up time, and open-ended questioning) supported the mentee's reflective development — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
tefa-formative-information-changed-lessons |
title |
Teachers reported that CRS-and-TEFA use gave them more information about student thinking and that they changed lessons in response to that formative information |
description |
Teachers reported that CRS-and-TEFA use gave them more information about student thinking and that they changed lessons in response to that formative information |
status |
review |
evidence_strength |
weak |
newest_evidence |
2008 |
generated |
by process:wiki-ingest on 2026-09-25 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ian-d-beatty-2008 |
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