Teachers’ Use of Assessment Data to Inform Instruction: Lessons from the past and Prospects for the Future
Teachers’ Use of Assessment Data to Inform Instruction: Lessons from the past and Prospects for the Future
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教师使用评估数据指导教学：过去的教训和未来的展望
DOI：
10.1177/016146811511700408
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
L. Hubbard
中科院分区：
文献类型：
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作者：
Amanda Datnow;L. Hubbard
背景数据的使用已被推广为教学改进的灵丹妙药。然而，该领域缺乏对教师如何实际使用评估数据来指导教学以及塑造这一过程的因素的详细了解。目的本文综述了教师使用评估数据指导教学的文献。我们主要利用过去十年中发表的数据使用的实证研究，其中大部分是随着数据驱动决策的广泛使用而进行的。本文回顾了教师用于指导教学的评估数据类型，教师如何分析数据以及他们的教学如何受到影响的研究。研究设计审查研究。结果在当前的问责背景下，基准评估数据在教师的数据工作中占主导地位。虽然教师经常被要求以一致的方式分析数据，但数据使用的议程，评估的性质和教师的信念都起作用，导致他们如何使用数据的变化。基于数据的教学改革往往侧重于困难学生，这引起了一些公平问题。普遍缺乏专业发展，阻碍了教师使用数据的努力，也削弱了他们使用数据的信心。结论鉴于临时基准评估数据在教师的数据工作中占主导地位，我们需要更深入地思考这些评估的内容，以及我们如何为教师创造条件，利用评估来指导教学。这一研究回顾强调了在这一领域进一步研究的必要性，以及教师专业发展如何将评估数据转化为信息，可以告知教学规划。
Background Data use has been promoted as a panacea for instructional improvement. However, the field lacks a detailed understanding of how teachers actually use assessment data to inform instruction and the factors that shape this process. Purpose This article provides a review of literature on teachers’ use of assessment data to inform instruction. We draw primarily on empirical studies of data use that have been published in the past decade, most of which have been conducted as data-driven decision making came into more widespread use. The article reviews research on the types of assessment data teachers use to inform instruction, how teachers analyze data, and how their instruction is impacted. Research Design Review of research. Findings In the current accountability context, benchmark assessment data predominate in teachers’ work with data. Although teachers are often asked to analyze data in a consistent way, agendas for data use, the nature of the assessments, and teacher beliefs all come into play, leading to variability in how they use data. Instructional changes on the basis of data often focus on struggling students, raising some equity concerns. The general absence of professional development has hampered teachers’ efforts to use data, as well as their confidence in doing so. Conclusions Given that interim benchmark assessment data predominate in teachers’ work with data, we need to think more deeply about the content of those assessments, as well as how we can create conditions for teachers to use assessment to inform instruction. This review of research underscores the need for further research in this area, as well teacher professional development on how to translate assessment data into information that can inform instructional planning.