Examining Instructional Change at Scale Using Data from Diagnostic Assessments Built on Learning Trajectories

Autor/inn/en	Confrey, Jere; Shah, Meetal
Titel	Examining Instructional Change at Scale Using Data from Diagnostic Assessments Built on Learning Trajectories
Quelle	In: ZDM: Mathematics Education, 53 (2021) 6, S.1265-1283 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Confrey, Jere)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-021-01259-w
Schlagwörter	Instructional Improvement; Mathematics Instruction; Data Use; Decision Making; Data Interpretation; Learning Processes; Diagnostic Tests; Professional Development; Grade 6; Grade 7; Mathematical Concepts; Mathematics Teachers + Suchen Sie Ihr Suchwort? Unterrichtsqualität; Mathematics lessons; Mathematikunterricht; Decision-making; Entscheidungsfindung; Data evaluation; Datenauswertung; Learning process; Lernprozess; Diagnostic test; Diagnostischer Test; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
Abstract	This study investigated the process of instructional change required to translate data on student progress along learning trajectories (LTs) into relevant instructional modifications. Researchers conducted a professional development session on ratio LTs, which included analyzing 3 years of district-level data from Math-Mapper 6-8, a digital LT-based diagnostic assessment application, with fifteen 6th and 7th grade teachers. Teachers subsequently conducted a lesson study to enact what they had learned, allowing researchers to study how teachers used data on student progress along ratio equivalence LTs to design, implement, and evaluate the lesson study. Researchers applied a framework for LT-based data-driven decision making to analyze video data of the lesson study activities. Teachers successfully scanned data reports to pinpoint the LT levels at which to target modified instruction. In one instance, they focused too narrowly on a single item resulting in excessive lesson time on tasks on graph literacy external to the LT. In the other, their data interpretation was overly general and resulted in the design and implementation of a sequence of tasks that reversed the order implied in the LT and relied on the use of more sophisticated strategies from subsequent LTs. Results suggest a need for more data interpretation skills, a deep understanding of the learning theory underpinning LTs, and more precision in teacher discourse around LTs. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01