What the Marketplace Has Brought Us: Item-by-Item Teaching with Little Instructional Insight

Autor/in	Shepard, Lorrie A.
Titel	What the Marketplace Has Brought Us: Item-by-Item Teaching with Little Instructional Insight
Quelle	In: Peabody Journal of Education, 85 (2010) 2, S.246-257 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
Schlagwörter	Educational Assessment; Student Evaluation; Academic Achievement; Evaluation Utilization; Decision Making; Urban Schools; Benchmarking; Data; Data Analysis; School Districts; Role; Feedback (Response); Instruction; Formative Evaluation; Federal Legislation; Educational Legislation; Pennsylvania + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Schulleistung; Decision-making; Entscheidungsfindung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Daten; Auswertung; School district; Schulbezirk; Rollen; Teaching process; Unterrichtsprozess; Bundesrecht; Bildungsrecht; Schulgesetz
Abstract	School districts across the country have adopted interim and benchmark assessments in response to NCLB pressures to raise student achievement, despite the lack of a research base. Thus, it is especially important that well-conceived, empirical studies of the effects of such programs be carried out. Various theoretical frames can help understand how teams of teachers might begin to use data to reflect upon and adjust their instructional practices. At issue is whether an idealized data-based decision-making theory of action will play out in practice. Or, will teaching-the-test practices instead be exacerbated? What we learn from the empirical studies reviewed here is that positive examples, where assessment results were coherently linked to curriculum and instruction, were facilitated by highly committed principals and teacher leaders. But, these examples were rare. More frequently, interim assessments results appeared to be used, item by item, to reteach steps in problems that were missed without attending to underlying concepts or gaining diagnostic insights. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10