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Can Teachers Use an Interim Assessment System to Help Students Learn?

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Abstract:

Many researchers suggest that the effective use of data through formative assessment and comprehensive views of student learning should help teachers make improved instructional decisions, and ultimately, lead to improved student learning. Further, research suggests that not only is implementation of an efficient data system a critical component of data use, but it is unlikely to be used to maximum potential without strong, effective leadership. To date, though, no study has yet demonstrated the prospective effects of a data initiative or implementation of an interim assessment system on teachers and their instruction. In this paper, we provide such a study, offering first-year findings from a longitudinal efficacy study of the Acuity computer data system in a large urban district. We will link interim assessments of student achievement to teacher uses of data, attitudes toward data, and their use of the Acuity data system. Hierarchical linear modeling (HLM) will be employed to assess whether teachers who are “data users” have students that show more academic growth. We will also supplement this quantitative analysis with qualitative data from teacher and administrator focus groups.
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Name: UCEA Annual Convention
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http://www.ucea.org


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URL: http://citation.allacademic.com/meta/p378657_index.html
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MLA Citation:

Wayman, Jeff., Shaw, Shana. and Cho, Vincent. "Can Teachers Use an Interim Assessment System to Help Students Learn?" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378657_index.html>

APA Citation:

Wayman, J. , Shaw, S. and Cho, V. "Can Teachers Use an Interim Assessment System to Help Students Learn?" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p378657_index.html

Publication Type: Symposium Paper
Abstract: Many researchers suggest that the effective use of data through formative assessment and comprehensive views of student learning should help teachers make improved instructional decisions, and ultimately, lead to improved student learning. Further, research suggests that not only is implementation of an efficient data system a critical component of data use, but it is unlikely to be used to maximum potential without strong, effective leadership. To date, though, no study has yet demonstrated the prospective effects of a data initiative or implementation of an interim assessment system on teachers and their instruction. In this paper, we provide such a study, offering first-year findings from a longitudinal efficacy study of the Acuity computer data system in a large urban district. We will link interim assessments of student achievement to teacher uses of data, attitudes toward data, and their use of the Acuity data system. Hierarchical linear modeling (HLM) will be employed to assess whether teachers who are “data users” have students that show more academic growth. We will also supplement this quantitative analysis with qualitative data from teacher and administrator focus groups.


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