Instructionally relevant decisions influenced by state assessments are made by many actors beyond day-to-day teacher-student interactions¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students, teachers, school and district leadership, and state leadership all make instructionally relevant decisions based partially on assessments, including scheduling, grading policies, curriculum adoption, and professional learning. → Badrinarayan 2024

Evidence¶

Badrinarayan 2024¶

Badrinarayan, A. (2024). Design principles for instructionally relevant assessment systems. Learning Policy Institute. https://doi.org/10.54300/111.528

q2 · i? · theoretical · r2

The report's framing, supported by Table 2, which lists instructionally relevant decisions by interest holder: students reflecting on learning goals, teachers enacting culturally responsive teaching, leaders implementing equitable grading and adopting high-quality curriculum, and state leadership developing coherent policies. The report argues assessments should be designed for this full range of decisions.

"What and how students learn is shaped by decisions made by educators and leaders throughout the system. Indeed, many of the instructionally relevant decisions that state assessments are most likely to influence lie outside day-to-day teacher–student interactions."

Discussion¶

Related Claims¶

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