Mapping a Course for Improved Student Learning: How Innovative Schools Systematically Use Student Performance Data to Guide Improvement

Supovitz, Jonathan A.; Klein, Valerie

doi:10.1037/e382752004-001

Cited by 120 publications

(199 citation statements)

References 10 publications

Supporting

Mentioning

182

Contrasting

Unclassified

Order By: Relevance

“…Second, research suggests that enactment of the range of complementary assessment practices is relatively rare in schools (Supovitz & Klein, 2003), even while use of formative and benchmark assessments has been shown to be powerfully associated with gains in student learning (Black & Wiliam, 1998;Crooks, 1988). Traditional understandings of the use of assessment dominate teacher practice, while using assessment as a motivational and instructional tool is a relatively new concept for most teachers (Butler, 1988;Dweck, 2001).…”

Section: Evaluation Questions and Rationalementioning

confidence: 99%

Learning about assessment: An evaluation of a ten-state effort to build assessment capacity in high schools

Weinbaum¹

2009

PsycEXTRA Dataset

View full text Add to dashboard Cite

In 2006, the State of Delaware and the Council of Chief State School Officers (CCSSO) partnered with the Consortium for Policy Research in Education (CPRE) to conduct an evaluation of a ten-state initiative that sought to enhance assessment practices at the high school level. This effort aimed to help states, districts, and schools build familiarity with instruction that uses assessment as part of the learning process, a practice known as assessment for learning. This report focuses primarily on the third goal of this project, the creation and function of teacher learning teams focused on assessment for learning. February 2009 Consortium for Policy Research in Education About the Consortium for Policy Research in EducationThe Consortium for Policy Research in Education (CPRE) unites seven of the nation's top research institutions in an exciting venture to improve student learning through research on policy, finance, school reform, and school governance. The members of CPRE are the University of Pennsylvania, Teachers College Columbia University, Harvard University, Stanford University, the University of Michigan, the University of Wisconsin-Madison, and Northwestern University. CPRE is currently examining how alternative approaches to reform -such as new accountability policies, teacher compensation, whole-school reform approaches, and efforts to contract out instructional services-address issues of coherence, incentives, and capacity.To learn more about CPRE, visit our website at www.cpre.org or call 215-573-0700. CPRE Research Reports are issued by CPRE to facilitate the exchange of ideas among policymakers, practitioners, and researchers who share an interest in education policy. The views expressed in the reports are those of individual authors and are not necessarily shared by CPRE or its institutional partners.

show abstract

Section: Evaluation Questions and Rationalementioning

confidence: 99%

Learning about assessment: An evaluation of a ten-state effort to build assessment capacity in high schools

Weinbaum¹

2009

PsycEXTRA Dataset

View full text Add to dashboard Cite

show abstract

“…"Data use" has spurred a wide variety of reforms at all different levels of the education system, ranging from infrastructure augmentation to state databases, to district dashboard systems that collect and display an array of indicators, to the formation of school data teams that conduct data-informed inquiries into subgroups of students, to specific formative assessment classroom techniques. From this cornucopia it is increasingly apparent that data use means different things to decision-makers at different levels of the education system, and that the type of data, frequency of the data, mode of inquiry, and decision-making processes look quite different from one another according to role, situation, and purpose (Supovitz & Klein, 2003;others). Thus, when we talk about the term 'data use', we must hone in on "for whom?"…”

Section: Introductionmentioning

confidence: 99%

The Linking Study: An Experiment to Strengthen Teachers’ Engagement with Data on Teaching and Learning

Supovitz

Sirinides

2018

American Journal of Education

View full text Add to dashboard Cite

In this AERA 2013 paper, Dr. Jonathan Supovitz investigates what it means for teachers to fruitfully use data to enhance the teaching and learning process. Informed by research on the challenges teachers face to use data meaningfully, and clues from the rich literature on formative assessment, this paper reports on the design and effects of an intervention designed to help teachers connect data on their teaching with data on the learning of their students for the purpose of informing subsequent instruction which leads to better student outcomes.

show abstract

“…Two studies of similar interventions confirmed that technology-based tools and intuitive data visualizations allowed educators to identify learning gaps as part of an instructional planning process (Mandinach, Honey, Light, Heinze, & Nudell, 2005;Sharp, 2004). Two additional studies found that teachers were able to use information about students' strengths and weaknesses to plan targeted instructional interventions for individual students or groups of students (Marsh, Pane, & Hamilton, 2006;Supovitz & Klein, 2003). A recent literature review suggests that effect sizes for formative assessments and feedback-based instructional interventions can have substantially large effect sizes on student achievement, often exceeding one full standard deviation (Young & Kim, 2007).…”

Section: Figurementioning

confidence: 99%

“…For example, Fuchs et al (1991) found that the effects on student achievement of a formative assessment intervention were largest (ES=.84) when teachers had access to expert advice in interpreting data. Additional research suggests that formal school leaders (e.g., principals, department chairs) play a very important role in determining whether a data-driven intervention is actually utilized by a school's faculty (Herman, & Gribbons, 2001;Mason, 2002;Supovitz, & Klein, 2003). Unfortunately, there is also evidence that most school leaders feel they do not have the necessary technical skills to lead a data-driven instructional reform (Supovitz, & Klein, 2003).…”

Section: Theory Of Action and Conceptual Frameworkmentioning

confidence: 99%

“…Additional research suggests that formal school leaders (e.g., principals, department chairs) play a very important role in determining whether a data-driven intervention is actually utilized by a school's faculty (Herman, & Gribbons, 2001;Mason, 2002;Supovitz, & Klein, 2003). Unfortunately, there is also evidence that most school leaders feel they do not have the necessary technical skills to lead a data-driven instructional reform (Supovitz, & Klein, 2003). This brings us back to the ideas that collaborative efforts are an essential part of any data-driven instructional reform (Boudett, City, & Murnane, 2005;McLaughlin & Talbert, 2001;Wayman & Stringfield, 2006), and that instructional reform can be achieved only when the intervention builds instructional capacity through new knowledge and insights about learning, which then results in changes in practice (Cohen & Ball, 1999).…”

Section: Theory Of Action and Conceptual Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

A Randomized Evaluation of Ohio's Personalized Assessment Reporting System (PARS)

May¹,

Robinson²

2007

PsycEXTRA Dataset

View full text Add to dashboard Cite

In the 2006-07 school year, the Ohio Department of Education (ODE) launched a pilot of its Personalized Assessment Reporting System (PARS) for the Ohio Graduation Tests (OGT). The PARS program included several new OGT test score reports for teachers, administrators, students, and parents along with two new websites for educators and students. The new PARS test score reports and associated websites are designed to provide teachers, administrators, students and parents with more detailed information about student performance as well as numerous suggestions and resources for improving performance. One of the primary goals of PARS is to increase student motivation to pass the OGT and graduate high school. ODE hopes that by providing clear and detailed information to each student about his or her performance relative to the state standards, along with resources for improving performance and planning for the future, PARS may lead to improvements in student attitudes and behaviors that are fundamental to success in high school and beyond. Research suggests that grades or scores in the absence of constructive feedback can have a detrimental effect on student achievement (Butler 1987;1988). The PARS reports are designed to provide this kind of detailed constructive feedback. Furthermore, by providing clear and detailed information to teachers and administrators about student performance, along with tools for making sense of the data and resources for improving and targeting instruction, PARS has the potential to inform numerous aspects of instruction.This research report presents program evaluation findings from the first-year pilot of PARS. The primary goals for the evaluation were to (a) document the implementation of the program and (b) provide scientifically based evidence of potential impacts on instruction and student learning. The evaluation involved a district random assignment design and a mixed-methods approach to measuring program implementation and impacts. A total of 100 high schools in 60 school districts participated in this research, with 51 schools in 30 districts randomly assigned to participate in the PARS pilot during the 2006-07 school year. A subsample of 5 schools agreed to site visits during which researchers conducted interviews with teachers and students to learn more about PARS. PARS ARS P PA A A A A A PARS S S ARS ARS R R A P R R P R R P P R R P P P P P R R R R R R R P R A A A A A A A A A A A A A A A A A A PA A A A A A A A A A A A P S S S S S S S S S S S S S S S S S S R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R R A Randomized Evaluation of Ohio's Personalized Assessment Reporting System (PARS) About the Consortium for Policy Research in EducationThe Consortium for Policy Research in Education (CPRE) unites seven of the nation's top research institutions in an exciting venture to improve student learning through research on policy, finance, school reform, and school governance. The members of CPRE are the University of Pennsylvania, Teachers College Columbia Univers...

show abstract

Mapping a Course for Improved Student Learning: How Innovative Schools Systematically Use Student Performance Data to Guide Improvement

Cited by 120 publications

References 10 publications

Learning about assessment: An evaluation of a ten-state effort to build assessment capacity in high schools

Learning about assessment: An evaluation of a ten-state effort to build assessment capacity in high schools

The Linking Study: An Experiment to Strengthen Teachers’ Engagement with Data on Teaching and Learning

A Randomized Evaluation of Ohio's Personalized Assessment Reporting System (PARS)

Contact Info

Product

Resources

About