Teacher Use of Score Reports for Instructional Decision-Making in the Subsequent Academic Year

Autor/inn/en	Clark, Amy; Kobrin, Jennifer L.; Karvonen, Meagan; Hirt, Ashley
Titel	Teacher Use of Score Reports for Instructional Decision-Making in the Subsequent Academic Year
Quelle	In: Practical Assessment, Research & Evaluation, 28 (2023), Artikel 6 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Data Use; Diagnostic Tests; Decision Making; Summative Evaluation; Measurement; Instructional Development; Parent School Relationship; Goal Orientation; Individualized Education Programs; Grouping (Instructional Purposes); Scores; Teacher Attitudes; Elementary School Teachers; Middle School Teachers; High School Teachers + Suchen Sie Ihr Suchwort? Diagnostic test; Diagnostischer Test; Decision-making; Entscheidungsfindung; Messverfahren; Teaching improvement; Unterrichtsentwicklung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Zielorientierung; Zielvorstellung; Individualized education program; Individualisierendes Lernen; Grouping; Gruppenbildung; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule
Abstract	Large-scale summative assessment results are typically used for program-evaluation and resource-allocation purposes; however, stakeholders increasingly desire results from large-scale K-12 assessments that inform instruction. Because large-scale summative results are usually delivered after the end of the school year, teacher use of results is reserved for the subsequent academic year. To evaluate use of summative score reports to inform instruction, we conducted a series of teacher interviews and focus groups with 17 teachers in three states. Teachers were asked to describe how they used summative results from the previous administration of a large-scale alternate assessment system in the subsequent academic year. Interview and focus-group transcripts were coded and identified themes related to when and how score reports are delivered; how teachers use results to plan instruction, formulate goals for individualized education programs (IEPs), and create instructional groupings; how teachers talk to parents about results; and what resources best support their use of score reports. Findings demonstrate preliminary support for diagnostic score report use. (As Provided).
Anmerkungen	Center for Educational Assessment. 813 North Pleasant Street, Amherst, MA 01002. e-mail: pare@umass.edu; Tel: 413-577-2180; Web site: https://scholarworks.umass.edu/pare
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01