Getting assessment right at the classroom level: using formative assessment for decision making

Curry, Katherine A.; Mwavita, Mwarumba; Holter, Alexandra; Ed, Harris

doi:10.1007/s11092-015-9226-5

Cited by 24 publications

(19 citation statements)

References 11 publications

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“…However, the use of punishment and/or rewards frames teacher evaluation as a summative tool, and the pursuit of this goal will produce information more likely to be of interest to stakeholders other than teachers, often at the expense of information teachers might find helpful or useful for improvement. Framing performance information as summative also increases the likelihood of these data being perceived by teachers as controlling or amotivating (Curry et al, 2016;Ryan & Deci, 2017;Ryan & Weinstein, 2009).…”

Section: Integrating Sdt and The Improvement-oriented Model For Perfomentioning

confidence: 99%

“…Empirical evidence also suggests that teachers' need for relatedness is both beneficial for the individual as well as the organization, by encouraging more collaborative use of teacher evaluation results (Cosner 2011;Marsh & Farrell, 2015). Collaboration around teacher evaluation results can assist in establishing common language, shared knowledge, understandings and routines, as well as the sense of community needed to better leverage their use (Cosner, 2011;Curry et al, 2016;Datnow & Park 2014).…”

Section: Integrating Sdt and The Improvement-oriented Model For Perfomentioning

confidence: 99%

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Better integrating summative and formative goals in the design of next generation teacher evaluation systems

Ford

Hewitt

2020

EPAA

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In current teacher evaluation systems, the two main purposes of evaluation—accountability/goal accomplishment (summative) and professional growth/improvement (formative)—are often at odds with one another. However, they are not only compatible, but linking them within a unified teacher evaluation system may, in fact, be desirable. The challenge of the next generation of teacher evaluation systems will be to better integrate these two purposes in policy and practice. In this paper, we integrate the frameworks of Self-determination theory and Stronge’s Improvement-Oriented Model for Performance Evaluation. We use this integrated framework to critically examine teacher evaluation policy in Hawaii and Washington, D.C.—two distinctly different approaches to teacher evaluation—for the purposes of identifying a set of clear recommendations for improving the design and implementation of teacher evaluation policy moving forward.

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Section: Integrating Sdt and The Improvement-oriented Model For Perfomentioning

confidence: 99%

Section: Integrating Sdt and The Improvement-oriented Model For Perfomentioning

confidence: 99%

Better integrating summative and formative goals in the design of next generation teacher evaluation systems

Ford

Hewitt

2020

EPAA

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“…Collecting and analyzing data on student performance is a key part of implementing MTSS and can support partnerships between educators and families (Curry et al, 2016). Evidence from the school mental health literature suggests that sharing assessment data with families and providing families with regular updates about their students’ progress is an effective strategy for increasing family engagement (Becker et al, 2015).…”

Section: Recommendation 3: Share and Interpret Data With Familiesmentioning

confidence: 99%

Better Together: Using MTSS as a Structure for Building School–Family Partnerships

Weingarten

Edmonds

Arden

2020

TEACHING Exceptional Children

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“…This runs counter to high-stakes accountability where there is a tendency to use data for evaluation purposes. Curry et al (2016) suggest such accountability can demotivate teachers "by removing the teacher from the [data informed decision making] DIDM process… [and separating] student outcomes from immediate instructional practices" (p. 103). A non-threatening approach is what they advocate so that over time, teachers can engage in joint inquiry work with colleagues to review teaching practices and make adjustments without reprimand.…”

Section: Evidence-based Professional Practicementioning

confidence: 99%

Core professional values for school leaders and teachers: Piloting an online tool

Lovett

2018

Journal of Educational Leadership, Policy and Practice

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Evidence of the extent to which school leaders and teachers embrace core professional values may, through dialogue, open up new avenues for school improvement. With this in mind, the focus of this article is the piloting of an online survey tool designed to identify how widely four such values are held in New Zealand schools. The pilot was commissioned by the Te Ariki Trust with the support of the New Zealand Educational Institute (NZEI), the New Zealand Principals' Federation (NZPF) and the University of Canterbury. The tool is based on items which together, define four values underpinning the mission of the Te Ariki Trust, namely "Professional Discretion", "Collegial Obligation", "Reflective Inquiry and Discourse" and "Evidencebased Professional Practice". An analysis of one school's responses to such a survey tool is one way to gauge evidence of collective commitment, the strength of collegial relationships and trust, with the realisation that knowing how to collect and reflect on data matters if important decisions are to be well informed. The article draws upon research and scholarly writing to explain the four values, describe the development of the tool and its pilot study and suggest what the results might offer for dialogue using the findings from a sample school whose staff members completed the instrument. Suggested changes to the instrument and its use conclude the article.

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Getting assessment right at the classroom level: using formative assessment for decision making

Cited by 24 publications

References 11 publications

Better integrating summative and formative goals in the design of next generation teacher evaluation systems

Better integrating summative and formative goals in the design of next generation teacher evaluation systems

Better Together: Using MTSS as a Structure for Building School–Family Partnerships

Core professional values for school leaders and teachers: Piloting an online tool

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