Unpacking instructional alignment: The influence of teachers’ use of assessment data on instruction

Abstract

Abstract

Mapping research approaches to data practices in schools

“…What is striking about these studies, however, is that despite the mixed-method approach, foci are apparent in terms of the methods chosen (e.g., Farley-Ripple and Buttram, 2013;Jimerson and Reames, 2015;Ebbeler et al, 2017;Hubers et al, 2018). For example, Abrams et al (2016) report that their study is embedded in a larger mixed-method research, but the reporting focus is clearly on the results of qualitative focus group interviews (Abrams et al, 2016). Light et al (2005) also report the use of both qualitative and quantitative methods, with a clear emphasis on the former.…”

Data in Schools: (Changing) Practices and Blind Spots at a Glance

“…So Schildkamp and Kuiper (2010), p. 482 pointed out that "data can be transferred into information by, for example, contextualizing, categorizing, calculating, connecting, and summarizing the data (Davenport and Prusak, 1998). In order for data to be used, the data should be transferred into information by interpreting the data" (see also Spillane, 2012;Abrams et al, 2016;Espin et al, 2017;Vanlommel and Schildkamp, 2019). So "data (in a school's context) are defined as 'information that is systematically collected and organized to represent some aspect of schooling,' for example, assessment data, structured observation data, and student survey results" (Prenger and Schildkamp, 2018, p. 734;also Ebbeler et al, 2016;Vanlommel and Schildkamp, 2018;Schildkamp et al, 2017;Schildkamp et al, 2015).…”

National Testing: Gains or Strains? School Leaders’ Responses to Policy Demands

“…They admit, however, that data use is not straightforward and that large-scale data use can be a deeply analytic and emotional process that is closely tied to the context and people involved as well as to the available data (Earl & Katz, 2002). The potential utility of data is to some extent supported by the teacher perspective, as stated by Abrams, Varier, and Jackson (2016), who suggest that, under applicable circumstances, such as valid test items, good support, and time to discuss the results with others, benchmark student testing programs have the potential to provide meaningful formative assessment. Regarding the notion of "valid" test items, validation in large-scale data use is defined as the possibility to identify the results at a local, detailed, and small scale for each student.…”