Learning to Learn from Data: Benchmarks and Instructional Communities

Autor/inn/en	Blanc, Suzanne; Christman, Jolley Bruce; Liu, Roseann; Mitchell, Cecily; Travers, Eva; Bulkley, Katrina E.
Titel	Learning to Learn from Data: Benchmarks and Instructional Communities
Quelle	In: Peabody Journal of Education, 85 (2010) 2, S.205-225 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
Schlagwörter	Benchmarking; Educational Assessment; Data; Student Evaluation; Formative Evaluation; Evaluation Utilization; Academic Achievement; Urban Schools; Elementary Schools; Feedback (Response); Instructional Improvement; Communities of Practice; Instructional Leadership; Principals; Elementary School Teachers; Teacher Leadership; Case Studies; Interviews; Pennsylvania + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Daten; Schulnote; Studentische Bewertung; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Grundschule; Volksschule; Unterrichtsqualität; Community; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerfunktionsstelle; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik
Abstract	This article examines the use of interim assessments in elementary schools in the School District of Philadelphia. The article reports on the qualitative component of a multimethod study about the use of interim assessments in Philadelphia. The study used an organizational learning framework to explore how schools can best develop the capacity to utilize the potential benefits of interim assessments. The qualitative analysis draws on data from intensive fieldwork in 10 elementary schools and interviews with district staff and others who worked with the schools, as well as further in-depth case study analysis of 5 schools. This article examines how school leaders and grade groups made sense of data provided through interim assessments and how they were able to use these data to rethink instructional practice. We found substantial evidence that interim assessments have the potential to contribute to instructional coherence and instructional improvement if they are embedded in a robust feedback system. Such feedback systems were not the norm in the schools in our study, and their development requires skill, knowledge, and concerted attention on the part of school leaders. (Contains 1 figure.) (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