ERIC Number: EJ792390
Record Type: Journal
Publication Date: 2008
Reference Count: 21
Evaluative Thinking and Action in the Classroom
Nelson, Meta; Eddy, Rebecca M.
New Directions for Evaluation, n117 p37-46 Spr 2008
This case study of one middle school focuses on improving teachers' skills in data-driven decision making through analysis of student work and their own professional practice. The expectation that schools will make adequate yearly progress has pushed evaluation practice down to the teacher level, where teachers are asked to analyze and disaggregate standardized test scores to facilitate instructional decision making that will lead to increased student achievement. The authors analyze this change in relation to No Child Left Behind and to the literature on evaluation capacity building within schools.
Descriptors: Federal Legislation, Educational Improvement, Standardized Tests, Evaluative Thinking, Evaluation Methods, Middle Schools, Scores, Decision Making, Data, Case Studies, Teacher Improvement, Student Evaluation, Faculty Development, Educational Indicators, Federal Programs, Academic Achievement, Evaluation Utilization, Middle School Teachers, Middle School Students
Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: email@example.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 6; Grade 7; Grade 8; Middle Schools
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001