Teacher Use of State Test Data for Classroom Instructional Purposes

• In Event: Roundtable Session 46
  In Roundtable Session: Impact of Teacher Perspectives and Practices on Learner Outcomes

Abstract

Teachers (n = 233) were surveyed and a subset were later interviewed about use of state test data for instructional purposes, and how professional development, instructional practices, and beliefs related to use of state test data. Use of test data was positively correlated with access to data and professional development. Teachers whose teaching was more aligned to standards were more likely to use state test data, as were teachers who valued the state tests. Interviews were used to probe perceptions about qualities of data and school support that affected use of data, and rationales for beliefs about the value of state tests. The results point to the important roles of instructional alignment and teacher perceptions in supporting data-based instructional decision-making.

Authors

• Sarah M. Bonner, Hunter College - CUNY

• Peggy P. Chen, Hunter College - CUNY