Understanding the Use of Mathematics Interim Assessments: A Case Study
Keywords:
Elementary Teachers, Formative Assessment, Collaboration, Administrative SupportAbstract
The purpose of this study was to understand the use of interim assessment data to inform mathematics instruction. A qualitative case study methodology was used to analyze the use of interim assessment data in a suburban elementary school. Data sources included interviews with three teachers at varying levels of their profession and the principal; observations of teachers working with assessment data in teams or as part of a professional development setting; artifacts representing interim assessments, supporting materials, and analysis results. The study explored the type of culture that was developed around data use, the types of assessments that were used, how the data were analyzed, and teachers’ use of the data as a means to inform their instruction. The results from this research will inform the work of teachers and administrators as they design systems to support students’ learning.
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References
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Blanc, S., Christman, J., Liu, R., Mitchell, C., Travers, E., & Buckley, K. (2010). Learning to learn from data: Benchmarks and instructional communities. Peabody Journal of Education: Issues of Leadership, Policy, and Organizations (85)2, 205-225.
Buckley, K., Christman, J., Goertz, M., & Lawrence, N. (2010). Building with benchmarks: The role of the district in Philadelphia's benchmark assessment system. Peabody Journal of Education: Issues of Leadership, Policy, and Organizations (85)2, 186-204.
Chappius, S & Chappius, J. (2007/08). The best value in formative assessment. Educational Leadership, 65(4), 14-19.
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DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6-11.
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Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousand Oaks, CA: Corwin.
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Lewis, C., Perry, R., & Hurd, J. (2004). A deeper look at lesson study. Educational
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Martone, A. (2005, April). "Making the private work of teaching public": The role of a full-time math teacher leader for a school labeled underperforming. Paper presented at the American Educational Research Association, Montreal, Canada.
Martone, A. (2007). Exploring the impact of teachers’ participation in an assessment-standards alignment study. (Unpublished doctoral dissertation). University of Massachusetts Amherst, Amherst, MA.
Nabors Olah, L., Lawrence, N., & Riggan, M. (2010). Learning to learn from benchmark assessment data: How teachers analyze results. Peabody Journal of Education: Issues of Leadership, Policy, and Organizations (85)2, 226-245.
Perie, M., Marion, S., Gong, B, & Wurtzel, J. (2007). The role of interim assessments in a comprehensive assessment system. http://www.achieve.org/files/TheRoleofInterimAssessments.pdf.
Shepard, L (2010). What the marketplace has brought us: Item-by-item teaching with little instructional insight. Peabody Journal of Education: Issues of Leadership, Policy, and Organizations (85)2, 246-257.
Stiggins, R., Arter, J., Chappius, J., & Chappius, S. (2006). Classroom assessment for student learning. Boston, MA: Pearson.
Blanc, S., Christman, J., Liu, R., Mitchell, C., Travers, E., & Buckley, K. (2010). Learning to learn from data: Benchmarks and instructional communities. Peabody Journal of Education: Issues of Leadership, Policy, and Organizations (85)2, 205-225.
Buckley, K., Christman, J., Goertz, M., & Lawrence, N. (2010). Building with benchmarks: The role of the district in Philadelphia's benchmark assessment system. Peabody Journal of Education: Issues of Leadership, Policy, and Organizations (85)2, 186-204.
Chappius, S & Chappius, J. (2007/08). The best value in formative assessment. Educational Leadership, 65(4), 14-19.
Coburn, C. E., & Turner, E. O. (2011). Research on data use: A framework and analysis. Measurement: Interdisciplinary Research and Perspectives, 9, 173- 206.
Cushman, K. (1996). Looking collaboratively at student work: An essential toolkit. Retrieved from http://www.essentialschools.org/resources/60#4
Deuel, A., Holmlund Nelson, T., Slavit, D. and Kennedy, A. (2009). Looking at student work. Educational Leadership, 67(3), 69-72.
DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6-11.
Goertz, M., Olah, L., & Riggan, M. (2009). Can interim assessments be used for instructional change? CPRE Policy Brief, RB-51.
Goren, P. (2010). Interim assessments as a strategy for improvement: Easier said than done. Peabody Journal of Education: Issues of Leadership, Policy, and Organizations (85)2, 125-129.
Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousand Oaks, CA: Corwin.
Keller, B. (2008, May 16). ‘Book study’ helps teachers hone skills. Education Week. Retrieved from http://www.edweek.org/ew/articles/2008/05/21/38teach_ep.h27.html
Lewis, C., Perry, R., & Hurd, J. (2004). A deeper look at lesson study. Educational
Leadership, 61(5), 6-11.
Martone, A. (2005, April). "Making the private work of teaching public": The role of a full-time math teacher leader for a school labeled underperforming. Paper presented at the American Educational Research Association, Montreal, Canada.
Martone, A. (2007). Exploring the impact of teachers’ participation in an assessment-standards alignment study. (Unpublished doctoral dissertation). University of Massachusetts Amherst, Amherst, MA.
Nabors Olah, L., Lawrence, N., & Riggan, M. (2010). Learning to learn from benchmark assessment data: How teachers analyze results. Peabody Journal of Education: Issues of Leadership, Policy, and Organizations (85)2, 226-245.
Perie, M., Marion, S., Gong, B, & Wurtzel, J. (2007). The role of interim assessments in a comprehensive assessment system. http://www.achieve.org/files/TheRoleofInterimAssessments.pdf.
Shepard, L (2010). What the marketplace has brought us: Item-by-item teaching with little instructional insight. Peabody Journal of Education: Issues of Leadership, Policy, and Organizations (85)2, 246-257.
Stiggins, R., Arter, J., Chappius, J., & Chappius, S. (2006). Classroom assessment for student learning. Boston, MA: Pearson.
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Published
2018-07-07
How to Cite
Martone, A., Reagan, D., & Reed, G. (2018). Understanding the Use of Mathematics Interim Assessments: A Case Study. International Electronic Journal of Elementary Education, 10(5), 515–523. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/318
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