Measure teachers' assessment-to-instruction practice across planning, collection, interpretation, and use¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article's approach for examining data-informed individualization is to structure observation across the full cycle: planning data collection, collecting valid data, organizing and interpreting data, and using data "to inform both overall and individualized instruction." Researchers can apply this structure when building measures of teachers' assessment practice.

Design Implications¶

Context¶

Requirements¶

• Measurement instruments must cover each of the four processes rather than only data collection

Constraints¶

• Developed and framed for early childhood instructional settings

Target Learners¶

• Early childhood teachers

Target Learning Goals¶

• Individualizing instruction based on ongoing child assessment data

Related Strategies¶

Examples¶

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Key Sources¶

• Monahan, S., Atkins-Burnett, S., Wasik, B. A., Akers, L., Hurwitz, F., & Carta, J. (2015). Developing a Tool to Examine Teachers' Use of Ongoing Child Assessment to Individualize Instruction. Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation. https://www.mathematica.org/publications/developing-a-tool-to-examine-teachers-use-of-ongoing-child-assessment-to-individualize-instruction