Literaturnachweis - Detailanzeige
| Autor/inn/en | Many, Thomas W.; Jakicic, Christine |
|---|---|
| Titel | A Steadily Flowing Stream of Information Gives Teachers Much-Needed Data |
| Quelle | In: Journal of Staff Development, 27 (2006) 1, S.46-48 (5 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0276-928X |
| Schlagwörter | Data Analysis; Testing; Achievement; Student Evaluation; Reading Teachers; Summative Evaluation; Formative Evaluation; Academic Achievement; Standardized Tests; Educational Strategies; Reading Comprehension; Illinois; Gates MacGinitie Reading Tests |
| Abstract | Teachers at Woodlawn Middle School in Long Grove, Illinois are no different than most. They were discouraged by the amount of testing taking place in their classrooms, frustrated with not having the kind of data they needed, and feeling overwhelmed by the data they did have. The teachers wanted to make better schoolwide instructional decisions, and they needed assessment data that would help them do that. They needed a continuum of assessments. They need a balanced and coherent system that includes a variety of assessments not limited to the highly formative or highly summative assessments typically found in schools. From the teachers' work, an assessment model emerged that includes four types of assessment arranged along a continuum from most formative to most summative, using factors such as the frequency, use, and audience for assessment results as additional guides. Viewing assessment as a continuum, teachers are better able to use data to guide instruction and understand which assessments are most appropriate for what purpose. Teachers need the timeliness and flexibility of traditional classroom assessments and use the results of external assessments to calibrate and benchmark student achievement levels. They also need data from common assessments to compare student progress on a regular basis with other students against an agreed-upon standard. Finally, they benefit from the systematic data generated by periodic district-level assessments. This article describes how Woodlawn teachers moved from concern, frustration, and being overwhelmed by testing to discovering positive and unexpected outcomes of their work through a conscious commitment to use data to guide instruction. (ERIC). |
| Anmerkungen | National Staff Development Council. 5995 Fairfield Road Suite #4, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.nsdc.org/news/jsd/index.cfm |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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