Teachers, schools and using evidence: Considerations of preparedness
Titel:
Teachers, schools and using evidence: Considerations of preparedness
Auteur:
Parr, Judy M. Timperley, Helen S.
Verschenen in:
Assessment in education
Paginering:
Jaargang 15 (2008) nr. 1 pagina's 57-71
Jaar:
2008-03
Inhoud:
Despite assessment being viewed as integral to practice, there are questions about schools' preparedness to engage in this process. Data from three studies conducted in New Zealand primary schools explore whether use of student achievement data is part of the professional canon or skill set. (1) When implementing new literacy materials, evidence of need did not necessarily inform choice nor was achievement data used to make decisions about effectiveness of materials or use. (2) When a classroom initiative designed to achieve literacy goals was implemented, few schools collected evidence adequate for its evaluation. In both cases, practitioners appeared to hold a theory about acceptable evidence at variance with current policy expectations. Further, they may have lacked necessary skills. (3) Teachers, with practice, learned to interpret data accurately but this skill did not relate to student progress. A high level of pedagogical content knowledge may be needed to relate achievement information to teaching practice.
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