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Facilitators and Barriers for Lower Elementary Teachers’ Use of External Formative Assessments in Chile

Sat, April 26, 1:30 to 3:00pm MDT (1:30 to 3:00pm MDT), The Colorado Convention Center, Floor: Ballroom Level, Four Seasons Ballroom 4

Abstract

This study explored the perceptions and practices of senior leaders and lower elementary teachers associated with using the Comprehensive Learning Diagnosis (CLD). CLD monitors student learning in language and mathematics at three points during the school year: diagnostic, intermediate, and closing tests, offering a detailed analysis to inform teachers and school leaders’ instructional decision-making. Using a sequential explanatory design (Creswell, 2013), a survey was conducted in 20 schools. In the second stage, in-depth interviews were conducted in three schools selected based on their responses to the questionnaire. Data analysis focused on three dimensions related to data-informed decision-making (Schildkamp & Datnow, 2022): teachers' perceptions of the usefulness of data to inform their decisions, collaboration, and organizational conditions defined by senior leaders.

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