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Session Type: Symposium
Stakeholders increasingly call for assessment results that are useful to instructional practice. While performance levels and scale score values have served accountability purposes well, they are often at too large a grain size to be instructionally useful (Marion, 2018). Diagnostic assessments have emerged as a measurement approach that can provide more detailed results to stakeholders; however, little research has been conducted to evaluate the extent that diagnostic reports are actually useful to teachers, and what potential pitfalls may impede their use. This session features four presentations on research regarding teacher interpretation and action from diagnostic reporting, including critical development, design, evaluation, and resource implications for report use.
Diagnostic Assessment Results: Instructional Uses and Potential Pitfalls - Amy Clark, The University of Kansas; Neal M. Kingston, The University of Kansas
Development and Evaluation of Diagnostic Score Reports: Process and Recommendations - Meagan Karvonen, The University of Kansas; Amy Clark, The University of Kansas; Russell E. Swinburne Romine, The University of Kansas; Neal M. Kingston, The University of Kansas
Design Features Supporting Teachers' Use of a Dashboard for Diagnostic Assessment Results - Robert P. Dolan, Diverse Learners Consulting; Cara Wojcik, CAST; Emma Starr, CAST; Kim Ducharme, CAST, Inc.; Jose Blackorby, CAST
Evaluation of Resources to Support Diagnostic Score Report Interpretation - Chelsea Nehler, University of Kansas; Amy Clark, The University of Kansas