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ERIC Number: ED519791
Record Type: Non-Journal
Publication Date: 2009-Dec
Pages: 251
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
From Testing to Teaching: The Use of Interim Assessments in Classroom Instruction. CPRE Research Report # RR-65
Goertz, Margaret E.; Olah, Leslie Nabors; Riggan, Matthew
Consortium for Policy Research in Education
The purpose of this exploratory study is to examine the use of interim assessments and the policy supports that promote use to improve instruction, focusing on elementary school mathematics. The authors use the term "interim assessments" to refer to assessments that a) evaluate student knowledge and skills, typically within a limited time frame; and b) the results of which can be easily aggregated and analyzed across classrooms, schools, or even districts. Drawing on in-depth case studies of nine elementary schools located in two school districts, this study addresses four questions: (1) What policy supports at the school and district levels enhance the use of interim assessments to change instruction? How does instructional support, the nature of professional development, the sophistication of local data systems, and the school- and teacher-level incentives for improved instruction affect teachers' use of interim assessment data?; (2) How do elementary school teachers, individually and collectively, learn from interim assessment results in mathematics and apply that knowledge to instructional decisions about content, pedagogy, and working with individual students?; (3) In what ways are interim assessments situated within the wider context of teachers' formative assessment practices and tools?; and (4) What is the relationship among teacher capacity, analysis of assessment information, and teaching practice? This paper synthesizes the study's findings and discusses implications for the design of more effective interim assessment policies and practices. Each chapter contains figures, footnotes and references.
Consortium for Policy Research in Education. University of Pennsylvania, 3440 Market Street Suite 560, Philadelphia, PA 19104. Tel: 215-593-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.cpre.org
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: Consortium for Policy Research in Education
Identifiers - Location: Pennsylvania
IES Cited: ED565615