NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ792390
Record Type: Journal
Publication Date: 2008
Pages: 10
Abstractor: Author
Reference Count: 21
ISBN: N/A
ISSN: ISSN-1097-6736
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.
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: subinfo@wiley.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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001