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ERIC Number: EJ895622
Record Type: Journal
Publication Date: 2010-Aug-20
Pages: 40
Abstractor: As Provided
Reference Count: 138
ISBN: N/A
ISSN: ISSN-1068-2341
Using Assessments for Instructional Improvement: A Literature Review
Young, Viki M.; Kim, Debbie H.
Education Policy Analysis Archives, v18 n19 Aug 2010
The current educational reform policy discourse takes for granted the central role of using data to improve instruction. Yet whether and how data inform instruction depends on teachers' assessment practices, the data that are relevant and useful to them, the data they typically have access to, and their content and pedagogical knowledge. Moreover, when one considers teachers' organizational contexts, it is clear that school leadership and support for using data, capacity-building strategies, and the norms of adult learning and collaboration circumscribe opportunities to examine relevant data and to improve instructional practice in response. This literature review examines teacher as well as organizational practices and characteristics as they pertain to formative uses of assessment. We identify opportunities for important research to illuminate how and under what conditions teachers and schools as organizations can use data to inform instruction. (Contains 9 footnotes.)
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: Adult Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A