Unpacking Instructional Alignment: The Influence of Teachers' Use of Assessment Data on Instruction

Autor/inn/en	Abrams, Lisa; Varier, Divya; Jackson, Lisa
Titel	Unpacking Instructional Alignment: The Influence of Teachers' Use of Assessment Data on Instruction
Quelle	34 (2016) 4, S.15-28 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v34i4.2
Schlagwörter	Alignment (Education); Elementary School Teachers; Evaluation Methods; Evaluation Utilization; Evidence Based Practice; Focus Groups; Influences; Information Sources; Instructional Effectiveness; Instructional Improvement; Interviews; Middle School Teachers; Qualitative Research; School Culture; Teacher Surveys; Use Studies + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Influence; Einfluss; Einflussfaktor; Information source; Informationsquelle; Unterrichtserfolg; Unterrichtsqualität; Interviewing; Interviewtechnik; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Qualitative Forschung; Schulkultur; Schulleben; Benutzerschulung
Abstract	The use of assessment data to inform instruction is an important component of a comprehensive standards-based assessment programme. Examining teachers' data use for instruction can reveal the extent to which instruction is aligned with established content standards and assessment. This paper describes results of a qualitative study of teachers' data use in a mid-Atlantic metropolitan area in the United States. Focus group interviews with 60 upper elementary and middle school teachers from 45 schools were conducted. Findings indicate teachers aligned instruction and assessments with the state curriculum with the goal of improving student performance. While teachers found day-to-day informal assessments essential to shaping instruction, periodic formal assessments helped them monitor student progress and remediation efforts. Teachers described challenges associated with the misalignment of periodic assessments with instructional content, the breadth of content and higher cognitive demand expected in the newer state curriculum and the lack of infrastructure to support data use. [This article was published in "Perspectives in Education" (EJ1130896).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01