Förlagets beskrivning
The purpose of this study was to develop an increased understanding of data-driven decisions that middle level teachers made to improve student learning. This study describes the kind of student assessment data Wisconsin middle level educators utilize to inform instruction that results in improved student learning. In addition, this study describes the building level factors that are necessary to support middle level teachers' effective use of student assessment data to improve student learning. An electronic survey instrument was used to obtain reported teacher frequency of use of student assessment data for student learning. Results indicate that middle level teachers analyze classroom student assessment data most frequently and consistently compared to analyzing state and district student assessment data when making decisions about student learning. Classroom student assessment data is most frequently used for monitoring individual student progress, assessing current student needs, and determining if instructional goals are being met. Most teachers center their analysis of student assessment data on those data that are easily accessible, while few teachers routinely disaggregate available data by student subgroups. Factors reported as supporting data-driven decision-making include teacher collaboration, increases in student achievement, the utilization of short-term data, and professional development. Data use inhibitors include lack of time, training, and inaccessible data. Data use among various subgroups is representative of the aggregate group with student assessment data most commonly used to adjust pacing of the lesson, re-teaching concepts and skills, and reviewing student work for rigor and relevancy. Various subgroups report analyzing classroom student assessment data to monitor small group progress more frequently than the aggregate group. This study reaffirms how important it is for all educators to utilize the information they have available to determine the instructional goals, objectives, and strategies that will prove most beneficial to the students entrusted to them. Suggestions for future research include larger scale studies across districts to further determine what best data-use practices are being employed and studies to examine the elements of organizational change evident in schools that are employing data-based decision-making initiatives and how teachers and principals cope with the inherent changes to existing school culture
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Middle school teacher use of data-driven decision-making to improve student learning
Bokrecensioner » Middle school teacher use of data-driven decision-making to improve student learning
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