Classroom Assessments That Inform Instruction

The accountability movement in education has caused school administrators and teachers to think differently about how they report, interpret, and use student assessment data. For example, legislative measures such as No Child Left Behind require school officials to report how all students are progre...

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Veröffentlicht in:Kappa Delta Pi record 2012-10, Vol.48 (4), p.162-168
Hauptverfasser: Conderman, Greg, Hedin, Laura
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container_title Kappa Delta Pi record
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creator Conderman, Greg
Hedin, Laura
description The accountability movement in education has caused school administrators and teachers to think differently about how they report, interpret, and use student assessment data. For example, legislative measures such as No Child Left Behind require school officials to report how all students are progressing toward established standards typically measured by state and district tests (Goertz and Duffy 2003). In addition to analyzing student scores on state and district tests, teachers are revising their day-to-day classroom assessment practices. No longer can teachers wait until the conclusion of an instructional sequence or grading period to review student data, provide feedback to students, or inform parents about their child's progress. Waiting to conduct assessments until after an instructional period misses opportunities for parents to provide ongoing support regarding their child's learning; teachers to reflect critically about their instruction and make important instructional adjustments; and students to adjust their thinking processes, engage in self-assessment, and have multiple opportunities to improve and demonstrate their learning. Because using information from ongoing assessments is so important, this article offers representative formative assessments that elementary, middle, and high school teachers can use in their classrooms to inform their instructional practices. Specifically, the authors illustrate assessments teachers can use before, during, and after instruction that will help them understand their students' learning and reflect upon their own instructional effectiveness. (Contains 2 figures and 1 table.)
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subjects Accountability
Classroom Techniques
Data Analysis
Data Collection
Data Interpretation
Educational Practices
Evaluation Methods
Federal Legislation
Feedback (Response)
Formative Evaluation
Instructional Effectiveness
Instructional Innovation
No Child Left Behind Act 2001
No Child Left Behind Act 2001-US
Student Evaluation
Students
Teachers
Teaching Methods
title Classroom Assessments That Inform Instruction
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