Trends in Instructional Practice, Test Preparation, and Score Use Related to Common Core State Assessments

• In Event: The Varied Uses of Assessment Data for Instructional Improvement: Contexts and Trends

Abstract

A fundamental claim for Common Core State Standards (CCSS)-aligned assessments is that they will lead to better teaching practices. The purpose of this study is to seek evidence in support of this claim by examining teachers’ instructional practice, test preparation strategies and test score use both before and after the introduction of CCSS-aligned assessments. Baseline data was collected via web-based surveys, administered to elementary and middle school English language arts and mathematics teachers in one state, New Jersey. Trend data is being collected through the end of 2015. During the presentation, we will describe the survey, highlight results, and discuss how other states might use this survey to gauge the impact of summative assessments on teacher practices.

Authors

• Heather Marie Buzick, ETS

• Anna Rhoad, University of Pennsylvania

• Cara Cahalan Laitusis, ETS

• Teresa C. King, ETS