https://padlet.com/jasmine_reid11/e2p7rvwa85gg Made with good vibes en-us 2016-09-18 15:53:26 UTC 2016-09-18 17:03:12 UTC hello@padlet.com jasmine_reid11 https://padlet.com/jasmine_reid11/e2p7rvwa85gg/wish/124570866 Jasmine Reid Holdness
18 September, 2016
ED 556
Dr. Candace Mirable ]]> 2016-09-18 15:58:34 UTC https://padlet.com/jasmine_reid11/e2p7rvwa85gg/wish/124570866 jasmine_reid11 https://padlet.com/jasmine_reid11/e2p7rvwa85gg/wish/124571031 "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. A majority of teachers reported using assessment results to evaluate their instructional practice and make adjustments to support student learning. The study raises questions about how teachers can effectively use summative data for instructional purposes" (Hoover and Abrams, 2013, p. 219-231).  

]]> 2016-09-18 16:01:32 UTC https://padlet.com/jasmine_reid11/e2p7rvwa85gg/wish/124571031 jasmine_reid11 https://padlet.com/jasmine_reid11/e2p7rvwa85gg/wish/124571985 -examine the extent to which teachers report using summative assessment data in formative ways
-blend the use of formative and summative assessments
- strong case for the mixing of summative and formative assessments when both types of assessment are clearly linked to instructional goals and practice
-Teacher reports of the types and frequency of summative assessments, as well as how often they analyze summative assessment results, were examined. Specific attention was paid to how teachers used data to influence their instruction]]> 2016-09-18 16:17:49 UTC https://padlet.com/jasmine_reid11/e2p7rvwa85gg/wish/124571985 jasmine_reid11 https://padlet.com/jasmine_reid11/e2p7rvwa85gg/wish/124572163 -document student mastery at the end of instruction
-fulfill as secondary formative function to support assessment for learning
-can be formative in nature if the data  analyzed in ways that provide teachers with information that can be used to change their instructional practice to enhance student learning]]> 2016-09-18 16:21:07 UTC https://padlet.com/jasmine_reid11/e2p7rvwa85gg/wish/124572163 jasmine_reid11 https://padlet.com/jasmine_reid11/e2p7rvwa85gg/wish/124572760 - data has shown positive instructional impacts
-Student scores in the treatment group increased by 13.6%, a gain of over one standard deviation, compared to a gain of 3.8% in the comparison group. 
- Research found that external factors influenced teachers’ interpretations, including individual concepts of acceptable performance for their students, students’ past performance, teacher’s background knowledge, and instructional pace.
-The results indicate that teacher-generated assessments, common departmental assessments, and district benchmark assessments are most frequently administered on a weekly to quarterly basis, suggesting that teachers have ample data for analysis. ]]> 2016-09-18 16:31:29 UTC https://padlet.com/jasmine_reid11/e2p7rvwa85gg/wish/124572760 jasmine_reid11 https://padlet.com/jasmine_reid11/e2p7rvwa85gg/wish/124572968 "Researchers found that teachers engaged in a common analytical framework when analyzing data. First, teachers used the assessment data to identify weakness by item, then by content area, then by student. Next teachers sought to validate each test item to better understand students’ responses. They interpreted the results within the context of their teaching or students’ levels of understanding and then developed an instructional response". ]]> 2016-09-18 16:35:14 UTC https://padlet.com/jasmine_reid11/e2p7rvwa85gg/wish/124572968 jasmine_reid11 https://padlet.com/jasmine_reid11/e2p7rvwa85gg/wish/124573275 A researcher developed survey instrument was administered to measure the extent to which teachers report using summative assessment data to inform their instructional practice. In conjunction with the survey, the Classroom Assessment Literacy Inventory (CALI) was administered to measure teachers’ knowledge of classroom assessment. Survey Monkey, a Web-based program, was used to administer the survey to randomly selected teachers in a large suburban school district in central Virginia between February and March 2009. Of the 4,500 teachers in the district, a random number generator was used to select 500 teachers from each school level: elementary, middle, and high.]]> 2016-09-18 16:40:27 UTC https://padlet.com/jasmine_reid11/e2p7rvwa85gg/wish/124573275 jasmine_reid11 https://padlet.com/jasmine_reid11/e2p7rvwa85gg/wish/124573996 "Over 80% of the teachers who participated in this study reported making some instructional changes based on assessment data. These included modifying the pace of instruction as well as regrouping or remediating students as needed. Narrative responses from a limited number of respondents revealed similar patterns, with teachers describingthedifferentwaystheyhadmadeadjustments,changedthepace,orprovidedinstructionusing different strategies"]]> 2016-09-18 16:51:48 UTC https://padlet.com/jasmine_reid11/e2p7rvwa85gg/wish/124573996 jasmine_reid11 https://padlet.com/jasmine_reid11/e2p7rvwa85gg/wish/124574378 Abrams, L. M, and Hoover, N. R. (2013). Teachers' instructional use of summative student assessment data. Taylor and Francis Journals. 26(3), 219-231. Retrieved from http://web.a.ebscohost.com.averett.idm.oclc.org/ehost/pdfviewer/pdfviewer?sid=bf51d4ae-e1ea-4822-a106-780cd6eaa13a%40sessionmgr4006&vid=1&hid=4101]]> 2016-09-18 16:56:32 UTC https://padlet.com/jasmine_reid11/e2p7rvwa85gg/wish/124574378