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

2010 ◽  
Vol 85 (2) ◽  
pp. 226-245 ◽  
Author(s):  
Leslie Nabors Oláh ◽  
Nancy R. Lawrence ◽  
Matthew Riggan
Keyword(s):  
Learning To Learn ◽  
Assessment Data ◽  
Benchmark Assessment

Teachers’ Use of Assessment Data to Inform Instruction: Lessons from the past and Prospects for the Future

2015 ◽  
Vol 117 (4) ◽  
pp. 1-26 ◽  
Author(s):  
Amanda Datnow ◽  
Lea Hubbard
Keyword(s):  
Professional Development ◽  
Empirical Studies ◽  
Data Use ◽  
Instructional Planning ◽  
Assessment Data ◽  
Benchmark Assessment ◽  
The Past ◽  
Teacher Professional ◽  
Use Of Assessment ◽  
Analyze Data

Background Data use has been promoted as a panacea for instructional improvement. However, the field lacks a detailed understanding of how teachers actually use assessment data to inform instruction and the factors that shape this process. Purpose This article provides a review of literature on teachers’ use of assessment data to inform instruction. We draw primarily on empirical studies of data use that have been published in the past decade, most of which have been conducted as data-driven decision making came into more widespread use. The article reviews research on the types of assessment data teachers use to inform instruction, how teachers analyze data, and how their instruction is impacted. Research Design Review of research. Findings In the current accountability context, benchmark assessment data predominate in teachers’ work with data. Although teachers are often asked to analyze data in a consistent way, agendas for data use, the nature of the assessments, and teacher beliefs all come into play, leading to variability in how they use data. Instructional changes on the basis of data often focus on struggling students, raising some equity concerns. The general absence of professional development has hampered teachers’ efforts to use data, as well as their confidence in doing so. Conclusions Given that interim benchmark assessment data predominate in teachers’ work with data, we need to think more deeply about the content of those assessments, as well as how we can create conditions for teachers to use assessment to inform instruction. This review of research underscores the need for further research in this area, as well teacher professional development on how to translate assessment data into information that can inform instructional planning.

scholarly journals How Benchmark Is Used in Third Grade Reading Instruction

2021 ◽  
Vol 2 (1) ◽  
pp. p85
Author(s):  
Dana Bartlett ◽  
Michael Vinella ◽  
Sunddip Panesar-Aguilar
Keyword(s):  
Research Study ◽  
Reading Performance ◽  
Data Driven ◽  
Third Grade ◽  
Reading Teachers ◽  
Assessment Data ◽  
Benchmark Assessments ◽  
Benchmark Assessment ◽  
Student Reading ◽  
Third Grade Reading

Third grade reading teachers at the local setting are not consistently using formative benchmark data to improve student reading performance, creating a gap in practice. This gap in practice may be due to teachers’ lack of capacity to use the data to make changes to their instructional practices. The purpose of this qualitative study was to explore how third grade reading teachers are using data from reading benchmark assessments to improve student reading performance. This research study was guided by two Research Questions (RQs). RQ 1 addressed how third grade teachers are using reading benchmark assessment data to improve student reading performance. RQ 2 addressed specific instructional strategies that third grade teachers are using from reading benchmark assessment data to effectively improve student reading performance. Data-driven decision making (DDDM) was the conceptual framework that was the foundation for this study. This basic qualitative design for this research study included 13 participants. Data were collected through open-ended semistructured interviews, and qualitative analyses were conducted through open coding and thematic analysis. According to the findings of this study, immediately analyzing data, collaboration, and data driven instruction were the themes that emerged guided by RQ 1. Emerging themes for RQ 2 included test taking strategies, modeling, and guided reading. Leadership in this district may use these findings to make decisions about the effectiveness of teachers’ use of these benchmark assessments or the data gathered from the assessments to impact student reading proficiencies. This research may provide specific instructional strategies used through the DDDM process that increases student reading proficiency. The findings could possibly yield results that have positive social change implications for reading achievement.

Structuring Assessments of Psychopathology

2006 ◽  
Vol 27 (2) ◽  
pp. 87-92 ◽  
Author(s):  
Willem K.B. Hofstee ◽  
Dick P.H. Barelds ◽  
Jos M.F. Ten Berge
Keyword(s):  
Principal Components ◽  
Personality Assessment ◽  
Clinical Sample ◽  
Principal Component ◽  
Normal Sample ◽  
Normative Sample ◽  
Assessment Data ◽  
Obsessive Compulsive ◽  
Oblique Rotation ◽  
Two Samples

Hofstee and Ten Berge (2004a) have proposed a new look at personality assessment data, based on a bipolar proportional (-1, .. . 0, .. . +1) scale, a corresponding coefficient of raw-scores likeness L = ΢XY/N, and raw-scores principal component analysis. In a normal sample, the approach resulted in a structure dominated by a first principal component, according to which most people are faintly to mildly socially desirable. We hypothesized that a more differentiated structure would arise in a clinical sample. We analyzed the scores of 775 psychiatric clients on the 132 items of the Dutch Personality Questionnaire (NPV). In comparison to a normative sample (N = 3140), the eigenvalue for the first principal component appeared to be 1.7 times as small, indicating that such clients have less personality (social desirability) in common. Still, the match between the structures in the two samples was excellent after oblique rotation of the loadings. We applied the abridged m-dimensional circumplex design, by which persons are typed by their two highest scores on the principal components, to the scores on the first four principal components. We identified five types: Indignant (1-), Resilient (1-2+), Nervous (1-2-), Obsessive-Compulsive (1-3-), and Introverted (1-4-), covering 40% of the psychiatric sample. Some 26% of the individuals had negligible scores on all type vectors. We discuss the potential and the limitations of our approach in a clinical context.

Learning To Learn To Learn To …

1979 ◽  
Vol 24 (6) ◽  
pp. 514-515
Author(s):  
PETER B. VAILL
Keyword(s):  
Learning To Learn

Learning from assessment: Improving the use of child assessment data in early childhood programs

2010 ◽  
Author(s):  
Jennifer Brooks ◽  
Chris Blodgett ◽  
Tamara Halle ◽  
Emily Moiduddin ◽  
Dina C. Castro
Keyword(s):  
Early Childhood ◽  
Child Assessment ◽  
Assessment Data ◽  
Early Childhood Programs

Characteristics, Features of Development, Regional and Sectoral Determinants of High-tech Business in Russia

2017 ◽  
pp. 142-154 ◽  
Author(s):  
A. Yusupova ◽  
S. Khalimova
Keyword(s):  
Regression Analysis ◽  
Performance Indicators ◽  
Sustainability Assessment ◽  
Business Development ◽  
High Tech ◽  
Assessment Data ◽  
High Tech Sector ◽  
Fast Growing ◽  
High Level

The paper deals with the research devoted to characteristics of high tech business development in Russia. Companies’ performance indicators have been analyzed with the help of regression analysis and author’s scheme of leadership stability and sustainability assessment. Data provided by Russia’s Fast Growing High-Tech Companies’ National Rating (TechUp) during 2012-2016 were used. The results have revealed that the high tech sector is characterized by high level of uncertainty. Limited number of regions and sectors which form the basis for high tech business have been defined. Relationship between innovation activity’s indicators and export potential is determined.

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