Designing a Diagnostic Assessment of Accumulated English Language Arts Skill Deficits to Inform Instruction: A Pilot Project

• In Event: 14.044 - Roundtable Session 1
  In Roundtable Session: 14.044-6 - Improving Teaching Practice in Complex Reforms

Abstract

The creation of a culture of data-driven decision making (DDDM) can help educators choose what information to use and how to use it as they make curricular and instructional decisions to meet student needs (Mandinach & Honey, 2008). The purpose of this pilot study was to explore the use of a researcher-designed diagnostic assessment of 6th grade ELA students. The assessment was intended to apprise teachers of students’ instructional levels, which could then inform and alter instruction based on data assessment. Findings included students who had accumulated ELA skill deficits in locating key text details and summarizing. Teachers used results to adjust instructional groupings and provide remediation resulting in improved NYS ELA results, warranting further study beyond the pilot.

Authors

• Francesca T. Durand, The Sage Colleges

• Kathryn S. Schiller, University at Albany - SUNY

• Bill Haltermann, CASDA- NY

• Pam Roberge, CASDA-NY