You are absolutely right.  Instructors must have strong subject-matter
knowledge in order to identify the source of learner misconceptions, and to
develop appropriate responses. Skills and approaches will also vary by
subject-matter (pedagogical skills for teaching language are different than
those for teaching numeracy, and so on). 


-----Original Message-----
From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of David Rosen
Sent: 26 February, 2008 2:38 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 768] Formative Assessment: does teacher
contentknowledge matter?

 From Patricia Donovan:

David and All,

I've been reading the discussion entries and find them quite
interesting. I'm wondering how teacher content knowledge plays into
formative assessment. It seems to me that sufficient content knowledge
is a prerequisite to insightful formative assessment. In other words, if
I do not understand the knowledge underpinning the division of
fractions, for instance, it seems it would be difficult to assess
learner knowledge and to develop appropriate instructional responses.

Tricia Donovan


SABES "Training Leaders in Adult Basic Education"

Tricia Donovan, Ed.D.
SABES CRC
World Education
44 Farnsworth St.
Boston, MA 02210
617-482-9485 x3785
Fax 617-482-0617

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