Using Teacher Formative Assessment to Predict Statewide Testing Scores

• In Event: Poster Session 9
  In Poster Session: Program Evaluation in Schools Poster Session

Abstract

Teacher self-report tools are urgently needed that quantify classroom practice, inform self-reflection and relate to student outcomes. This study examines the initial predictive validity of a new teacher formative assessment (Classroom Strategy Scale-Teacher Form) in relation to English language arts and mathematics statewide testing for 3rd through 5th grade students. Two samples (N = 662 and N = 630) from two states are included. While the validation of any new measure requires a series of studies, results in this preliminary study suggest that teacher report of evidence-based instructional and behavioral practices may related to important student learning in mathematics and English language arts as measured by statewide testing. Implications for practice and policy will be discussed.

Authors

• Linda Reddy, Rutgers University

• Christopher Dudek, Rutgers University - New Brunswick/Piscataway

• Stephanie Peters, Rutgers University