Do Interim Assessments Influence Teachers’ Grouping Methods? Evidence From a Randomized Controlled Trial

• In Event: Poster Session 6
  In Poster Session: Studies of Assessment Comparability, Teacher Perceptions and Use of Data, and Student Preparation for Testing

Abstract

This article describes a study investigating whether teachers change their instructional grouping in response to interim assessment results. The study uses data drawn from a randomized controlled trial. Teachers completed an online instructional survey designed to measure their instructional practices for eight randomly selected students. Participants included 414 students and 52 teachers from 22 schools. A four level hierarchical linear model (HLM) was used to examine instructional differences between treatment and control teachers. The results showed limited evidence of change in instructional grouping practices in response to the interim assessments.

Authors

• Feng Liu, American Institutes for Research

• Jared Eno, American Institutes for Research

• Gregory Chojnacki, American Institutes for Research

• Arie J. van der Ploeg

• Coby Meyers, American Institutes for Research

• Shazia R. Miller, American Institutes for Research

• Spyros Konstantopoulos, Michigan State University