Instructional Responses to Student Assessment Data: Toward a Classification of Teacher Uses of Interim Data

• In Event: 41.055 - Data-Driven Decision Making and the Classroom Context

Abstract

Research consistently finds that teachers’ use of data for instructional purposes is challenging and inconsistent, and that there are notable barriers to moving from analysis and interpretation of data to instructional actions. However, the literature is thin on the specific actions teachers take or might take, creating challenges for both research and practice. As part of a larger project examining data use in instructional decision-making, we developed a preliminary framework to classify and catalog instructional responses, which was then used to develop survey items administered to teachers in four districts and 16 schools. This paper presents the framework as a starting point for further research and development and as well as results of teachers’ self-reported engagement in these practices.

Authors

• Elizabeth N. Farley-Ripple, University of Delaware

• Joan L. Buttram, University of Delaware