Learning to Learn from Benchmark Assessment Data: How Teachers Analyze Results

Autor/inn/en	Nabrs Olah, Leslie; Lawrence, Nancy R.; Riggan, Matthew
Titel	Learning to Learn from Benchmark Assessment Data: How Teachers Analyze Results
Quelle	In: Peabody Journal of Education, 85 (2010) 2, S.226-245 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
Schlagwörter	Educational Assessment; Benchmarking; Evaluation Utilization; Formative Evaluation; Student Evaluation; Elementary School Mathematics; Mathematics Achievement; Mathematics Instruction; Elementary School Teachers; Grade 3; Grade 5; Urban Schools; Interviews; Data Analysis; Data Interpretation; Teaching Methods; Pennsylvania + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Elementare Mathematik; Schulmathematik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Interviewing; Interviewtechnik; Auswertung; Data evaluation; Datenauswertung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Although interim assessments are currently promoted as a mechanism for improving teaching and student learning, we know little about how teachers use this data to modify instruction. This article presents findings from a larger study on teachers' use of interim assessment information in elementary mathematics. We address the following questions: (a) How do the Philadelphia teachers in our sample analyze benchmark assessment results, (b) how do they plan instruction based on these results, and (c) what are their reported instructional responses to such results? To answer these questions, we interviewed all 3rd- and 5th-grade teachers in five average- and above-average-performing elementary schools three times during the 2006-07 school year. We found that although the teachers in our study used interim assessment results to gain information about students' learning in mathematics, teachers did not use interim assessments to make sense of students' conceptual understanding. Furthermore, teachers' tendency to interpret student errors as procedural missteps was paralleled by a trend toward procedural instructional responses. (Contains 1 figure and 2 footnotes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10