NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ910137
Record Type: Journal
Publication Date: 2010-Dec-20
Pages: 26
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-1207-7798
Understanding the Connections between Large-Scale Assessment and School Improvement Planning
Volante, Louis; Cherubini, Lorenzo
Canadian Journal of Educational Administration and Policy, n115 Dec 2010
This study explored how teachers and school administrators connect large-scale assessment results with school improvement planning. Using a semi-structured format, 20 teachers and 17 administrators were interviewed from two school districts in southern Ontario, Canada. The interview protocol contained a range of questions related to teaching and administrative experience, large-scale assessment knowledge, professional development, and instructional planning in response to large-scale assessment results. Analysis of the interviews followed a constant comparison method and suggested few educators, particularly at the secondary level, are using large-scale assessment results in a sophisticated fashion for data-integrated decision-making. The implications of the findings are discussed in relation to professional development, capacity building, and instructional leadership. (Contains 1 footnote.)
Faculty of Education, University of Manitoba. Winnipeg, MB R3T 2N2, Canada. Tel: 204-474-9004; Fax: 204-474-7564; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada