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The Perceptions And Experiences Of Teachers And Administrators Related To Student Assessment Data
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Book Synopsis The Perceptions and Experiences of Teachers and Administrators Related to Student Assessment Data by : Richard M. Sevilla
Download or read book The Perceptions and Experiences of Teachers and Administrators Related to Student Assessment Data written by Richard M. Sevilla and published by . This book was released on 2019 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparison of Teacher and Administrator Perceptions of the Use of Data to Improve Student Achievement by : Greg M. Miller
Download or read book A Comparison of Teacher and Administrator Perceptions of the Use of Data to Improve Student Achievement written by Greg M. Miller and published by . This book was released on 2014 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to report the perceptions of building level administrators and teachers related to the use of data to improve student achievement. This research study explored the perceptions of teachers and building level administrators with regards to the availability of resources to support their use of data to improve student achievement. This study also reported on the perceptions of teachers and building level administrators regarding the effectiveness of professional growth opportunities in the use of data to improve student achievement. The participants included kindergarten through 12th grade teachers and building level administrators from three school districts in southeastern Pennsylvania. This study found that both teachers and building level administrators have access to plenty of assessment data and recognize the value and importance of using data to improve instruction. The problem identified in this study included a lack of training on how to access the data, a lack of training on how to analyze and make instructional decisions based on data, and a lack of time to perform such analysis. Additionally, this study identified that in order for a true data-driven decision-making model to be utilized, a culture shift must occur in which all discussions involve the consideration of the available data on a given topic. This shift requires strong leadership provided by building level administrators that are well versed in how to use the data, and how to lead discussions related to data.
Book Synopsis Making Data-driven Decisions by : Kathleen Clare Immen
Download or read book Making Data-driven Decisions written by Kathleen Clare Immen and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This mixed-methods study examined K-12 teacher beliefs about, use of, and confidence with using student assessment data to inform planning and instruction. The study also explored the factors that most support or inhibit teacher use of data-driven decision making practices. The sample for the study was K-12 school teachers with a variety of teaching experiences. Results found that overall, participants reported strong beliefs in the value of data use, regular use of data to inform instruction, and high levels of confidence with data use"--Abstract.
Book Synopsis A Phenomenological Study of Teacher and Administrator Experiences in the Analysis and Interpretation of Student Assessment Data by : Matthew Ross
Download or read book A Phenomenological Study of Teacher and Administrator Experiences in the Analysis and Interpretation of Student Assessment Data written by Matthew Ross and published by . This book was released on 2012 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative empirical phenomenological study was to examine the experience of analyzing and interpreting student assessment data from the perspective of both teachers and administrators in order to identify: (a) those aspects of the experiences which are similar or dissimilar among the two groups, (b) the priorities and influences which affect those experiences, and (c) the most critical issues expressed by the participants. Ten teachers and five administrators participated in three in-depth individual interviews, online reflective journaling, and follow-on focus group interviews. This study revealed that the experiences of teachers and administrators can be characterized and described through five domains: (a) motivations, (b) contextualization of learning, (c) data analysis strategies, (d) intergroup and interpersonal relations, and (e) self-actualization. This study also identified seven critical issues which regularly resulted in high levels of satisfaction or dissatisfaction with these experiences: (a) time, (b) training, (c) opportunities to practice, (d) protocol guidance, (e) support, (f) trust, and (g) efficacy, which should be considered by school and district leaders.
Book Synopsis Administrators' and Teachers' Perceptions of the Formative Assessment Process Used to Evaluate Students' Level of Proficiency and Ongoing Instruction in Reading by : Natalie Boren Miller
Download or read book Administrators' and Teachers' Perceptions of the Formative Assessment Process Used to Evaluate Students' Level of Proficiency and Ongoing Instruction in Reading written by Natalie Boren Miller and published by . This book was released on 2016 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: Administrators commonly lead the implementation of one universal reading screening assessment three times per year to formatively compare student progress. Frequently, this same screening tool is facilitated by principals and implemented by teachers one time per month to monitor students' progress. With the increased attention on testing, educators report that they are fearful they are not using all of the data wisely that they are collecting (Peverini, 2009). Furthermore, it is not enough to know whether students are performing proficiently or below grade level standard; it is important to diagnose the type of learning difficulty that is standing in the way of mastery so that teachers can appropriately plan ongoing instruction (Chappuis, 2014). The motivation for this study is the notion that principals who lead in transformational and collaborative ways that focus on high-impact instructional methods experience grade level proficiency that is three to four times greater than when limiting instructional leadership to that of promoting only a focus on the implementation of the school’s mission and vision (Buffum et al., 2012; Robinson, Lloyd, & Rowe, 2008). The purpose of this quantitative and qualitative multimethods study was to identify administrators' and teachers' perceptions of the overall formative assessment process in reading and to determine their perceptions of effective formative assessment practices commonly used to indicate students' level of proficiency with reading standards and to plan ongoing instruction. Overall, teachers and administrators shared similar perceptions of the formative assessment process and its use. Teachers and administrators agreed that classwork and observations are essential for identifying a student's zone of proximal development, essential for planning ongoing instruction, and effective evidence of student progress toward standard mastery. Moreover, during reading instruction, teachers and administrators indicated that encouraging and corrective feedback should be provided for students against clear learning goals. To lead the formative assessment process in reading effectively, it is critical for administrators to be high-impact transformational and instructional leaders.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis How to Make Decisions with Different Kinds of Student Assessment Data by : Susan M. Brookhart
Download or read book How to Make Decisions with Different Kinds of Student Assessment Data written by Susan M. Brookhart and published by ASCD. This book was released on 2015-12-07 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: In How to Make Decisions with Different Kinds of Student Assessment Data, best-selling author Susan M. Brookhart helps teachers and administrators understand the critical elements and nuances of assessment data and how that information can best be used to inform improvement efforts in the school or district. Readers will learn— * What different kinds of data can—and cannot—tell us about student learning; * What different analyses reveal about changes in student achievement; * How to interpret, use, and share relevant data; and * How to create a model to go from problem to solution in a data-based decision-making process. With easy-to-understand explanations, supplemented by examples and scenarios from actual schools, this book offers a path to better understanding, more accurate interpretation of assessment results, and—most important—more effective use of data to improve teaching and learning.
Book Synopsis K-12 Professional Learning Communities (PLCs) in a Rural School District on the High Plains of Texas by : Marcia Joy Talkmitt
Download or read book K-12 Professional Learning Communities (PLCs) in a Rural School District on the High Plains of Texas written by Marcia Joy Talkmitt and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the evolution of collaborative practices of PLCs as they emerge when using technology based formative assessment via iFAIT or innovative Formative Assessment with Instruction and Technology developed by the researcher using audience response systems and the online data compiler, Eduphoria!. This study used sequential explanatory mixed methods to address the problems that schools face when implementing technology based formative assessments to improve instruction and student achievement. A survey administered in September 2012 and again in December 2012 provided a measure of teacher use of formative assessments, technology use in formative assessments, and perceptions of teachers using the PLC as a mechanism of support for technology based formative assessment. Training was facilitated by the researcher as PLCs worked together to develop, administer, and interpret formative assessments. Teacher interviews were conducted, and the study ended with the administration of the December 2012 survey and open-response questions for further qualitative analysis. Quantitative data analysis was completed using ANOVAs to determine if there were significant differences of teacher groups (subject taught, grade level taught, and years of teaching experience) use of iFAIT. This data analysis also included measures of frequency and paired sample t tests between the September and December 2012 responses. Qualitative data was analyzed using hand coding, word clouds, and WordSmith Tools. The triangulation of qualitative data in the quantitative data provided a narrative to document what collaborative factors affected the use of iFAIT. For school improvement and implementation of iFAIT, the study revealed that (1) with the right technology infrastructure, on-going professional development must be offered by administrators or sought after by teachers; (2) teachers must have strong beliefs in formative assessment and the technology that supports it; (3) open lines of communication must be supported through the PLC and administration; (4) teachers must see purpose in using revealing student data to drive instruction; and (5) PLCs must have common beliefs and believe that student achievement is connected to school improvement. PLCs should discuss data, share successes, and plan instruction through extended involvement in face-to-face and online venues as communities of practice. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/149479
Book Synopsis Perceived Effects of LAUSD's New Teacher Growth and Development Cycle on Teacher and Administrator Practice by : Douglas Renato Meza
Download or read book Perceived Effects of LAUSD's New Teacher Growth and Development Cycle on Teacher and Administrator Practice written by Douglas Renato Meza and published by . This book was released on 2014 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: The objective of this study was to document teachers' and administrators' perceptions of how, if at all, LAUSD's new Teacher Growth and Development Cycle (TGDC) changed their practice in ways that can be expected to lead to improved student learning. Specific emphasis was placed on how the TGDC, the comprehensive observational system (teacher self-assessment, lesson plan, pre-conference lesson plan feedback, pre-observation conference, observation, post-observation conference) allowed teachers and administrators to reflect on and improve their individual practice, and the quality of learning in the classroom. The sample included a combination of nine teachers and three administrators from two independent small urban high schools located on one site. In-depth qualitative interviews generated data on what teachers and administrators self-reported to be the changes in their practice and perceptions as a result of their experience navigating through this new teacher evaluation system. The findings of the study demonstrate how the evaluation system, when implemented in ideal conditions, where there is strong leadership, a positive school climate, and a focus on professional learning, can facilitate a reflective process for participants that can lead to improved teacher and administrator practice.
Book Synopsis Teachers’ Perceptions of Their Literacy Professional Development by : Patrick Suber
Download or read book Teachers’ Perceptions of Their Literacy Professional Development written by Patrick Suber and published by AuthorHouse. This book was released on 2021-02-17 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Title-I schools, how adequately do administrators prepare teachers to implement new reading curriculums? The majority of students at these Title-I schools are from low-income families. Literature has indicated that families from low socioeconomic situations often depend heavily on schools to provide the foundational literacy skills their children need to become capable and lifelong readers (Teale, Paciga, & Hoffman, 2008).
Book Synopsis Teacher Evaluation by : Anthony J. Shinkfield
Download or read book Teacher Evaluation written by Anthony J. Shinkfield and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher Evaluation: Guide to Professional Practice is organized around four dominant, interrelated core issues: professional standards, a guide to applying the Joint Committee's Standards, ten alternative models for the evaluation of teacher performance, and an analysis of these selected models. The book draws heavily on research and development conducted by the Federally funded national Center for Research on Educational Accountability and Teacher Evaluation (CREATE). The reader will come to grasp the essence of sound teacher evaluation and will be able to apply its principles, facts, ideas, processes, and procedures. Finally, the book invites and assists school professionals and other readers to examine the latest developments in teacher evaluation.
Book Synopsis Leading Student Assessment by : Charles F. Webber
Download or read book Leading Student Assessment written by Charles F. Webber and published by Springer Science & Business Media. This book was released on 2011-09-18 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a new and refreshing look at student assessment from the perspective of leading educational theorists, researchers, and practitioners. The authors call for boundary-breaking assessment that reflects clear understandings of the purposes of assessment, a balance of assessment creativity and realism, the ability to detect solutions for assessment challenges, and the capacity to question and imagine assessment alternatives. The 14 chapters offer school and district educators, policy makers, researchers, and university teacher preparation faculty with a comprehensive, current overview of the state and art of student assessment. Key questions are posed about assessment and critical challenges are presented along with sound evidence-based solutions. Student assessment is analyzed in terms of its relationship with classroom instructional practices and large-scale testing programs. Formative and summative assessments are compared and contrasted. The role of psychological assessment in informing classroom practices is profiled along with the need for student voice in fair assessment practices. Readers will be challenged to consider the ecology of student assessment, that is, the impact of assessment in classrooms and schools through to the macro level of globalized societies. The underpinning values and assumptions of student assessment are highlighted. Finally, a rationale is offered for reconceptualizing and redefining assessment.
Book Synopsis Multiple Sources of Evidence by : Thomas R. Guskey
Download or read book Multiple Sources of Evidence written by Thomas R. Guskey and published by . This book was released on 2005 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study compared different stakeholders' perceptions of the validity of various indicators of student learning used to judge the quality of schools and individual student's academic performance. Data are based on questionnaire responses of 314 educators from school districts in three states that have implemented comprehensive statewide assessment programs that include high-stakes consequences both for educators and for students. MANOVA results showed significant differences between school administrators and teachers, with administrators favoring the validity and trustworthiness of nationally-normed standardized assessments, state assessments, and district assessments, while teachers favored classroom observations, classroom assessments, homework completion and quality, class participation, and behavior. The implications of these differences for reform initiatives are discussed, particularly with regard to teachers' motivation to improve results.
Download or read book Boom Or Bust? written by Jesus Jara and published by . This book was released on 2010 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2001 reauthorization of the Elementary and Secondary Education Act (esea), No Child Left Behind, brought the use of student assessment data to the fore. This mandate-based and sanction-laden legislation ushered in a new era of accountability rooted in the collection, analysis, and use of student assessment data for educational improvements. As a result, a new boon industry has emerged around formative assessment products. This study begins by exploring the policies that have ushered in an assessment-driven accountability era. Then, the empirical and conceptual literature around the implementation and use of formative assessment systems is summarized. While there is promising literature on the effectiveness of formative assessment products, understanding what fosters or inhibits the use of assessment data for school teachers' needs further exploration. The purpose of this study is to understand if and how teachers are using formative assessment products or systems to impact their pedagogical decision-making in classrooms. This study will also focus on how school and district leadership teams choose or support the formative assessment system. In essence, this study seeks to investigate the fidelity of formative assessment products the actual impact used by schoolteachers; and more importantly, how data is transformed into information and ultimately knowledge. Research Questions: The research questions from this study are anchored in elements of fit, readiness, coherence, and use. Specifically, the intent of this research is to understand: (1) The district's intended purpose and the formative assessment system purpose of validity ("Fit"); (2) The capacity of teachers' to use formative assessment data to inform their pedagogical decision-making ("Readiness"); (3) The school district (and individual schools') ability to create, support, and resources the implementation and use of formative assessment systems ("Coherence"); And, (4) The actual use of formative assessment data by school teachers' in regard to pedagogical decision-making. Consequently, the study's research questions are as follows: (1) Are teachers and district/school leaders using the formative assessment data to inform educative decision-making and pedagogy? (A). How are teachers using these data to modify instruction/practice? (B) How are school leaders using these data for programmatic and in-service decisions? (2) Are the formative assessment products valid for their intended purposes? (A) Are the assessments used by the district valid for evaluating and improving instruction? (B) Are the assessments used by the district valid for measuring student progress? (C) Are the assessment used by the district valid for modifying teaching practices? (3) Are teachers ready and able to use formative assessment data in meaningful and effective ways? (A) How has the school district supported and resource the use of the formative assessment system? (B) How are teachers using these data to modify instruction/practice? Research Design: To answer the research questions, the research implements a three-phase design. To begin, phase one involves the identification of school districts in the state of Florida that have implemented a formative assessment system. These systems are examined to ascertain which are truly student-level diagnostic instruments (the Black and Wiliam (1998), definition of formative assessment was used to guide this analysis). Phase two documents why and how the formative assessment system was implemented into the district. Finally, phase three examines the actual use of the formative assessment system by teachers in the district. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Book Synopsis Student Success After Participation in At-risk, Full-day Kindergarten Programs by : Jennifer Christine Motzer
Download or read book Student Success After Participation in At-risk, Full-day Kindergarten Programs written by Jennifer Christine Motzer and published by . This book was released on 2010 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine educators' perceptions of a full-day kindergarten program for at-risk students in order to reveal educators' attitudes and beliefs regarding the rationale, vision, value, effectiveness, and participants of the program. Data were collected through a researcher-created survey from 36 members of the faculty and nine administrators who had experience with or administratively supported children in either the school district's traditional, half-day kindergarten classrooms or the district's full-day classes for at-risk students. Program architects, who included two kindergarten teachers and two building principals, were interviewed to determine the degree to which continuity of the original rationale and vision has been maintained. The findings of the study indicated that teachers and administrators were in general agreement regarding the purpose of full-day kindergarten within the district and perceived that students made academic, behavioral, and social gains during their enrollment in the program. During subsequent school years, teachers perceived that the students who had participated in full-day kindergarten required additional monitoring and support services. Student assessment data does not entirely corroborate teacher beliefs in this area. Expectations surrounding students' continued academic success in subsequent school years are not universal. Discrepancies surrounding eligibility criteria for the program and the inclusion of English Language Learners and special education students exist.
Download or read book Educational Technology written by and published by . This book was released on 1977 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Student Evaluation and Reporting by : William J. Gorman
Download or read book Student Evaluation and Reporting written by William J. Gorman and published by . This book was released on 1980 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt:
