Did I Do That? Teachers' Explanations of Students' Performance Data

• In Event: 56.082 - Poster Session 12
  In Poster Session: 56.082-3 - Current Issues in School-Based Assessment

Abstract

Many teachers have an explicit requirement to consider students’ performance data when making instructional decisions (Bertrand & Marsh, 2015; Coburn & Turner, 2012). Yet, the critical question is whether teachers actually do so in their daily practice. In this study, our research team investigated if practicing teachers connected their instruction to students’ performance data. For an academic year, we observed six grade level teams of elementary school teachers who met bi-weekly to make meaning of student performance data. Using over 44 hours of observational data, we quantified the extent to which teachers referenced instruction as a factor in students’ performance data. Our results suggest that teachers more frequently related student performance data to student characteristics than instruction.

Authors

• Margaret Evans, Illinois Wesleyan University

• Rebecca M Teasdale, University of Illinois at Urbana-Champaign

• Hope L Crenshaw, University of Illinois at Urbana-Champaign

• Priya Goel La Londe, University of Illinois at Urbana-Champaign

• Nora Gannon-Slater, University of Illinois at Urbana-Champaign

• Jennifer C. Greene, University of Illinois at Urbana-Champaign

• Thomas A. Schwandt, University of Illinois at Urbana-Champaign