Do Interim Assessment Results Influence Teachers’ Use of Remedial and Enriched Instruction?

• In Event: Roundtable Session 15
  In Roundtable Session: Implications of Assessment Systems and Tools for Formative Classroom Practice and Improved Learning

Abstract

Previous research has suggested that while interim assessment can play a role in teachers’ instructional practice, that role may be limited. Evidence suggests that the ways in which teachers use data influences the effectiveness of interim assessments. This paper explores one of the ways in which teachers are expected to change their instruction in reaction to interim assessment results. We report results from rich data on teacher instructional practices generated at sixteen intervals by teachers with and without access to a specific interim assessment tool. These data are generally consistent with previous research, with limited evidence of treatment-control differences in teacher use of remedial and enriched instruction.

Authors

• Gregory Chojnacki, American Institutes for Research

• Jared Eno, American Institutes for Research

• Shazia R. Miller, American Institutes for Research

• Arie J. van der Ploeg

• Spyros Konstantopoulos, Michigan State University

• Coby Meyers, American Institutes for Research