ERIC Number: ED362839
Record Type: Non-Journal
Publication Date: 1993-Nov
Reference Count: N/A
Assessment and Decision Making in Gamma. Technical Report No. 592.
Shelton, Judith; And Others
This report presents findings from Gamma, one of four school districts examined in a series of case studies that investigated the complex relationship between reading assessment and instruction. The research was situated in the context of school decision making. Teachers, principals, parents, students, and central office staff were interviewed to determine how decisions were made in the district and how that decision-making process influenced assessment and instruction. In addition, teachers were observed, and discussions were conducted with them about the observations. A constant comparative method was used to identify patterns in the data. Findings showed that in Gamma, "assessment" most often referred to the information that teachers gathered to inform instruction. This information was valued more highly than standardized test data. Assessment-as-test was seen as something that might inform curriculum, at the district, school, or classroom level--not as a means of controlling instruction. While the assistant superintendent acknowledged that part of this flexibility came from the consistently high standardized test scores Gamma students received, she also emphasized that it reflected the district's commitment to viewing teachers as professionals and to having them involved in all aspects of curriculum, instruction, and assessment through team meetings, school-wide committees, and district-level committees. Collegiality was highly valued for both teachers and students. How to assess and how to teach were often addressed within cooperative working groups to which each teacher belonged. (Two tables and four figures of data are included; a letter to schools describing the research project, and a list of interview and observation codes are attached.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Center for the Study of Reading, Urbana, IL.