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31.045 - Supporting Teacher Action Based on Diagnostic Assessment Results

Sat, April 6, 12:20 to 1:50pm, Fairmont Royal York Hotel, Floor: Mezzanine Level, Nova Scotia

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.

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