Teachers' Instructional Use of Summative Student Assessment Data
Teachers' Instructional Use of Summative Student Assessment Data
复制标题
教师对学生总结性评估数据的教学使用
DOI：
10.1080/08957347.2013.793187
复制
发表时间：
2013
影响因子：
1.5
通讯作者：
L. Abrams
中科院分区：
文献类型：
--
作者：
N. Hoover;L. Abrams
本研究探讨教师自我报告在何种程度上使用终结性评估数据，形成的方式来塑造教学。对弗吉尼亚州中部一个大型郊区学区的小学、初中和高中教师进行了一项基于网络的调查。教师们报告说，他们以不同的频率管理各种总结性评估，并在总体水平上分析数据，最常用的是集中趋势统计。按内容标准或学生分组分列数据的有用方法没有经常报告。无论数据分析的方法，大多数教师报告使用评估结果来评估他们的教学实践，并作出调整，以支持学生的学习。然而，结果表明，教师从事粗略的分析学生的表现相当定期，但进行更深入的分析，往往不。这项研究提出了教师如何有效地使用总结性数据的教学目的的问题。
This study examines the extent to which classroom teachers self-report using summative assessment data in formative ways to shape instruction. A Web-based survey was administered to elementary, middle, and high school teachers in a large, suburban school district in central Virginia. Teachers reported administering a variety of summative assessments with varying frequency, and analyzing data at the aggregate level, most often using central tendency statistics. Useful methods for disaggregating data by content standards or student subgroups were not as frequently reported. Regardless of the methods of data analysis, a majority of teachers reported using assessment results to evaluate their instructional practice and make adjustments to support student learning. The results suggest, however, that teachers engaged in a cursory analysis of student performance fairly regularly but conduct more in-depth analyses less often. The study raises questions about how teachers can effectively use summative data for instructional purposes.