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ERIC Number: EJ1097317
Record Type: Journal
Publication Date: 2016-Feb
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1874-8597
Getting Assessment Right at the Classroom Level: Using Formative Assessment for Decision Making
Curry, Katherine A.; Mwavita, Mwarumba; Holter, Alexandra; Harris, Ed
Educational Assessment, Evaluation and Accountability, v28 n1 p89-104 Feb 2016
Current high-stakes accountability mandates emphasize data use for school improvement. However, teachers often lack training for effective data use, and data is often too far removed from students to actually influence instructional practice. This qualitative case study was designed to gain a better understanding of a district-wide, teacher-centered approach to data use. Findings suggest that when data is used to "inform" instruction rather than "evaluate" instruction, teachers begin to practice reflective teaching. A common language emerged across grade levels facilitating a collaborative approach to data use. Using the theoretical framework of Self-Determination Theory, we propose a data informed instructional theoretical model that stakeholders in K-12 education systems can use to enhance instruction and learning at the classroom level. This teacher-centered model is of particular importance as a framework to build collective capacity by meeting psychological needs of teachers of autonomy, competence, and relatedness.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A