Teachers’ use of assessment data for instructional decision making

• Kyong Mi Choi ^[1] ; Jihyun Hwang ^[2] ; Jessica Jensen ^[3] ; Dae S. Hong ^[4]
  1. [1] University of Virginia

     University of Virginia

     Estados Unidos

     
  2. [2] Kangwon National University

     Kangwon National University

     Corea del Sur

     
  3. [3] California Polytechnic State University

     California Polytechnic State University

     Estados Unidos

     
  4. [4] University of Iowa

     University of Iowa

     City of Iowa City, Estados Unidos

     

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• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 53, Nº. 4, 2022, págs. 1010-1017
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Summative assessment data are rarely adapted into instructional decision making. In this project, teachers and researchers work together to identify how teachers use diagnostic data (students’ development of common core standards). We analysed students’ responses to trimester tests that teachers and researchers modified together using cognitive diagnosis modelling approach. Teachers’ use of diagnostic data was explored through interviews and observations.

    It was found that teachers tended to use provided information in reactive ways. Teachers tried to confirm their existing opinions about individual students’ performance.