set 2007: no. 3

This article reports on the effectiveness of a small-scale study that focused on the on-site development and implementation of an observation and feedback cycle that enabled professional change in mathematics teaching.

The findings reported here suggest that while teacher research can be worthwhile professional development, if it is to be a realistic option robust support systems need to be put in place for teachers.

Measuring the main trends of an individual's progress is always difficult. However, the presence of measurement error makes it harder. Good tests indicate the measurement error associated with test scores. This article describes how this can be done.