Teachers’ Use of Assessment Data and Their Preparedness for Making Valid Interpretations

• In Event: Validity in Systems of Data Use

Abstract

There is a proliferation of assessment data in schools yet evidence suggests that this is not associated with an increased knowledge of educational measurement theory needed to interpret that data effectively. This research focuses on exploring the data use in UK schools with a particular focus on teachers’ understanding of assessment validity, for which there is a paucity of evidence. This study argues that valid interpretations of assessment data are most important for teachers who are making decisions on a day-to-day basis that can have a lasting impact on their students. Worryingly, the findings suggest that classroom teachers are not appropriately prepared for interpretation of assessment data and their confidence in understanding key assessment concepts is low.

Authors

• Katharine Elizabeth Bailey, CEM-Durham University

• Christine Merrell, Durham University

• Peter B Tymms, Durham University