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ERIC Number: ED515086
Record Type: Non-Journal
Publication Date: 2010
Pages: 184
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1096-7142-1
Using Common Assessments to Inform Social Studies Instruction and Professional Development
Baker, Nicholas John
ProQuest LLC, D.Ed. Dissertation, University of Delaware
This study examines the problem of inconsistent achievement in social studies on the Delaware State Testing Program (DSTP) at a high school in Delaware. Since 2002, the district began an initiative to create common assessments for all core content areas that were meant to align with the state standards. In social studies, that initiative was the development of common semester assessments in the 11th grade United States History course. This study reviews the alignment of the common assessments to both the district curriculum and state social studies standards. An analysis of disaggregated student data from the common assessments is compared to student data from the social studies DSTP to determine alignment between the two tests. Surveys of social studies teachers provided information about how the assessments inform and modify teacher instruction. Results suggested that the common assessments are aligned to the curriculum and to the social studies standards. Although the assessments can predict performance on the state test, teachers do not use the assessments to inform instruction. Recommendations include the use of formative assessments to help teachers make informed instructional decisions to increase student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 11; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Delaware; United States