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ERIC Number: EJ1137626
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0887-8730
Building Pre-Service Teacher Capacity to Use External Assessment Data: An Intervention Study
Reeves, Todd D.; Chiang, Jui-Ling
Teacher Educator, v52 n2 p155-172 2017
In recent years, the use of data to inform instructional decision making has become a particularly prominent facet of K-12 educators' professional practice. However, research estimates limited opportunities for preservice teachers to learn how to use data, including standardized test data, for such purposes. In response, this article describes the results of a pretest-posttest study of a 6-hour standardized assessment data use intervention for preservice teachers. The facilitated, collaborative, and highly structured assessment course-embedded intervention engaged preservice teachers in asking and answering four different kinds of questions (e.g., achievement strengths and weaknesses, instructional implications) at five different student levels (e.g., individual, subgroup, school) with external assessment data presented in tables, charts, and score reports. Findings--which include highly favorable preservice teacher perceptions of the intervention's impact on their data-driven decision making skills, and changes in their self-efficacy and data interpretation skills--indicate that the intervention holds promise as a preservice teacher learning mechanism.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A