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Dynamic Classroom Assessment:
Linking Mathematical Understanding to Instruction

Developed by George W. Bright, University of North Carolina at Greensboro and Jeane M. Joyner, Meredith College

Learn Research-Based Assessment Techniques That Result in Improved Student Performance

Dynamic Classroom Assessment (DCA) prepares your district’s staff developers to help teachers in grades K-12 accurately assess what students know and can do in mathematics. This understanding and a mastery of DCA techniques and strategies lead to instructional decisions that are aligned with students’ needs and allow for higher student performance.

Create Your Own Local DCA Trainers classroom

Your district's staff development providers can become certified DCA facilitators by attending 1-5 days of training, depending on the desired DCA course: Elementary, Secondary, or both. Facilitator training can be achieved through scheduled sessions at our training site or arranged at your site for groups of 25 or more.

DCA facilitators receive thorough preparation in DCA content and strategies directly from the program authors. When your staff developers return to your district, they will be certified to conduct DCA training with your teachers and they will have all of the print, software, and video support to begin training right away!

Train Your Own Teachers

Certified DCA facilitators work with the provided course materials, suggested presentation outlines, and implementation guidelines to deliver DCA strategies and techniques to classroom teachers. Participant teachers build confidence to implement proven instructional approaches through a structured combination of theoretical and practical experiences.

Secondary math teachers will receive up to sixty hours of sustained professional development from your certified DCA facilitators with thirty hours in the Core program and an additional thirty hours through a series of three extension modules. Fourteen hours of professional development is available to elementary teachers in the elementary Core program.

DCA Course offering matrix and more information about the courses.

   
 
Achievement gains for classroom assessment are “"among the largest ever reported for educational interventions. The effect size of 0.7, on average, illustrates just how large these gains are… If mathematics teachers were to focus their efforts on classroom assessment that is primarily formative in nature, students’" learning gains would be impressive.”
—~ Wilson & Kenney, 2003, p. 55, based largely on Black & Wiliam, 1998
 

For More information about this course contact:

John Thomson
Director of Mathematics
ETA/Cuisenaire
500 Greenview Court
Vernon Hills, IL 60061
1-866-968-5110
jthomson@etacuisenaire.com

 

CERTL: The Center of Excellence for Reserch, Teaching and Learning
at Wake Forest University School of Medicine

Winston-Salem, North Carolina 27157
Telephone: (336) 713-7723
Ann Lambros, Ph.D. - Director
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