An Evidence‐centered Approach to Using Assessment Data for Policymakers

Underwood, Jody S.; Zapata‐Rivera, Diego; VanWinkle, Waverely

doi:10.1002/j.2333-8504.2010.tb02210.x

Cited by 5 publications

(9 citation statements)

References 17 publications

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“…Other researchers (Hambleton & Pitoniak, 2006;Hambleton & Slater, 1997;Underwood, Zapata-Rivera & Van Winkle, 2010) also blame reports from national assessments for being complex, often couched in statistical jargon that users cannot decipher, difficult to read, and even more difficult to interpret. In South Africa, Kanjee and Moloi (2016) reported that, although the results of NAS had been considered in some policy-related decisions, there had been limited focus on using the results to support improvements in teaching and learning.…”

Section: Challenges To the Use Of Assessment Resultsmentioning

confidence: 99%

Beyond test scores: A framework for reporting mathematics assessment results to enhance teaching and learning

Moloi

Kanjee

2018

Pythagoras

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In this article we propose a framework for reporting mathematics results from national assessment surveys (NAS) such that effective use of the resulting reports can enhance teaching and learning. We explored literature on factors that may contribute to non-utilisation of assessment data as a basis for decision-making. In the context of South Africa, we identified the form and formats in which results of NAS are reported as a possible limiting factor to the effective use of summative assessment results for formative purposes. As an alternative, we propose a standards-based reporting framework that will ensure accurate measurement of, and meaningful feedback on, what learners know and can do. We illustrate how, within a properly designed reporting framework, the results of a NAS in mathematics can be used for formative purposes to enhance teaching and learning and, possibly, improve learner performance.

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Section: Challenges To the Use Of Assessment Resultsmentioning

confidence: 99%

Beyond test scores: A framework for reporting mathematics assessment results to enhance teaching and learning

Moloi

Kanjee

2018

Pythagoras

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“…Although students are potentially proactive recipients of the feedback who bear the responsibility for actively responding to the feedback (Winstone et al, 2017), their engagement might be discouraged by several factors. Limited feedback literacy might account for students’ ineffective use of the feedback, especially when it contains complex jargons and abstract figures (Carless & Boud, 2018; Underwood et al, 2010; Zapata-Rivera et al, 2016). Worse, students’ unstated disagreement with and misunderstandings of the feedback might fail to be voiced by virtue of differential power relationships between teachers and students (Leighton, 2019).…”

Section: A Model Of Integrating National Standards In Local Contextmentioning

confidence: 99%

Bridging local needs and national standards: Use of standards-based individualized feedback of an in-house EFL listening test in China

Min

Zhang

et al. 2022

Language Testing

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Local language tests are an arena where national language standards can be operationalized to create a hub for integrating assessment results and language support. Few studies, however, have examined the operationalization of national standards in local language assessment contexts. In this study, we proposed a model to present the integration of national standards in local contexts to guide assessment, teaching, and learning. Using this model, we conducted a 5-month longitudinal study involving 689 college students to examine (1) the consistency between their internal and external assessment feedback (i.e., standards-based self-assessment ratings and standards-based individualized English as a Foreign Language [EFL] listening test feedback) and (2) the effectiveness of standards-based teaching intervention in enhancing their perceived and actual language development. The results showed that the test feedback generally aligned well with students’ self-assessment and perceptions at the overall listening skill and subskill levels, yet student perceptions outlined needs for feedback refinements. In addition, the use of the standards-based individualized feedback, in conjunction with language support courses and practice materials, facilitated students’ perceived and actual listening achievement. This study makes an important contribution to local language testing by demonstrating the potential of a local instrument to provide a bridge between local instructional goals and national standards.

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“…Each stakeholder group such as parents, teachers, administrators, and students are likely to have different needs for information, have different levels of pre-existing knowledge about the assessment and its context, and have different attitudes, feelings, or biases that might color their interpretations of the information shown in the reports (Zapata-Rivera and Katz, 2014). Results from Score Reporting research (e.g., Underwood et al, 2010;Kannan et al, 2021a) focused on specific stakeholder groups (e.g., parents, teachers, administrators) have highlighted the diverse needs, pre-existing knowledge, and attitudes for these groups.…”

Section: Audience Specificity In Score Reportingmentioning

confidence: 99%

Facilitating the Use of Data From Multiple Sources for Formative Learning in the Context of Digital Assessments: Informing the Design and Development of Learning Analytic Dashboards

Kannan

Zapata‐Rivera

2022

Front. Educ.

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Learning analytic dashboards (LADs) are data visualization systems that use dynamic data in digital learning environments to provide students, teachers, and administrators with a wealth of information about student’s engagement, experiences, and performance on tasks. LADs have become increasingly popular, particularly in formative learning contexts, and help teachers make data-informed decisions about a student’s developing skills on a topic. LADs afford the possibility for teachers to obtain real-time data on student performance, response processes, and progress on academic learning tasks. However, data presented on LADs are often not based on an evaluation of stakeholder needs, and have been found to not be clearly interpretable and actionable for teachers to readily adapt their pedagogical actions based on these insights. We elaborate on how insights from research focused on interpretation and use of Score Reporting systems and research on open learner models (OLMs) can be used to inform a research agenda aimed at exploring the design and evaluation of LADs.

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An Evidence‐centered Approach to Using Assessment Data for Policymakers

Cited by 5 publications

References 17 publications

Beyond test scores: A framework for reporting mathematics assessment results to enhance teaching and learning

Beyond test scores: A framework for reporting mathematics assessment results to enhance teaching and learning

Bridging local needs and national standards: Use of standards-based individualized feedback of an in-house EFL listening test in China

Facilitating the Use of Data From Multiple Sources for Formative Learning in the Context of Digital Assessments: Informing the Design and Development of Learning Analytic Dashboards

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