CPRE : Consortium for Policy Research in Education

Teacher Analysis of Student Knowledge (TASK) Project

The Teacher Analysis of Student Knowledge (TASK) is an authentic, contextualized measure of teachers’ ability to analyze students’ mathematical thinking within a grade-specific content area in relation to research-based learning trajectories, and formulate effective instructional responses. Successful implementation of the Common Core State Standards in Mathematics (CCSSM), which were built upon existing research on student learning, will depend on teachers' ability to translate this information to instructional practice. The TASK instrument, therefore, has the potential to measure teacher instructional capacity in relation to the CCSSM.

TASK is a 25-minute, online assessment that asks teachers of mathematics to examine a set of carefully designed student responses to an assessment prompt, to explain what the responses show about student understanding, to order the student responses according to their developmental sophistication (i.e., the learning trajectories), and to suggest informed instructional responses. The TASK instrument has undergone two years of iterative development and field trials. Initial development and piloting of the TASK instrument has been supported by funding from the GE Foundation, as part of CPRE's evaluation of the GE Foundation’s Developing Futures™ in Education program. The development work that CPRE has conducted to date includes instrument piloting, the development of scoring rubrics and procedures, and TASK administration to a random sample of approximately 1,400 mathematics teachers in 250 schools across five states. Using these data, we have conducted studies of inter-rater reliability and internal consistency, and correlated the TASK to a well-known measure of mathematical knowledge for teaching.