ERIC Number: ED497265
Record Type: Non-Journal
Publication Date: 2007-May
Reference Count: 46
Formative Feedback Systems and the New Instructional Leadership
Halverson, Richard; Prichett, Reid B.; Watson, Jeffrey G.
Wisconsin Center for Education Research (NJ1)
Formative feedback systems live at the heart of systemic school improvement efforts. Without accurate and timely information on the results of intended interventions, school leaders and teachers fly blind in their efforts to link what they expect to what actually happens in their schools. This paper draws on the results of a 5-year National Science Foundation-funded study of how school leaders create socio-technical systems to help teachers work with student achievement data. In this paper, the authors argue that formative feedback systems are networks of structures, people, and practices that help teachers and administrators translate testing data into practical information for everyday use. The authors illustrate the framework with an elementary school from their study to show how staff designed and used socio-technical processes to make data-driven decisions about student learning. (Document includes 5 figures and 1 footnote.)
Descriptors: Teachers, Instructional Leadership, Educational Change, Feedback, Educational Improvement, Intervention, Evaluation Methods, Academic Achievement, Achievement Tests, Formative Evaluation, Data Analysis, Research Utilization, Elementary Schools
Wisconsin Center for Education Research. School of Education, University of Wisconsin-Madison, 1025 West Johnson Street Suite 785, Madison, WI 53706. Tel: 608-263-4200; Fax: 608-263-6448; e-mail: email@example.com; Web site: http://www.wcer.wisc.edu/publications/workingpapers.index.php
Publication Type: Opinion Papers; Reports - Research
Education Level: Elementary Education
Sponsor: National Science Foundation, Washington, DC.; Wisconsin Center for Education Research, Madison.
Authoring Institution: Wisconsin Center for Education Research, Madison.
IES Cited: ED506645