Kindergarten Teachers' Use of Literacy Data to Make Instructional Decisions

• In Event: 31.091 - Roundtable Session 10
  In Roundtable Session: 31.091-14 - Student Roles and Voice in Classroom Assessment

Abstract

Elementary teachers have abundant student assessment data, particularly in reading; however studies have documented that access does not necessarily translate into productive data use to inform instructional decision-making. Knowledge of how teachers use assessments for instructional decision-making and of the organizational conditions supporting data use warrants further exploration. We report on the pilot portion of a two-year, qualitative multiple case study-comparative design and offer three overarching themes as findings. The full paper will add knowledge of teacher data use in Kindergarten reading contexts by providing explanations of teachers’ use of data to modify reading instruction for students explicating the ways the data are used and under what conditions; and by documenting the organizational influences on teachers’ data-based decision making practices.

Authors

• Catherine M. Brighton, University of Virginia

• Tonya R. Moon, University of Virginia

• Marcia A. Invernizzi, University of Virginia

• Megan Washburn, University of Virginia

• Jordan Buckrop, University of Virginia

• Allison Drake, University of Virginia