The New Instructional Leadership

Halverson, Richard; Grigg, Jeffrey; Prichett, Reid; Thomas, Chris

doi:10.1177/105268461502500305

Cited by 5 publications

(1 citation statement)

References 18 publications

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“…The alignment of assessment items and assessment purpose is one consideration in an existing assessment process known as data-driven inquiry (DDI). ,− DDI is a process defined by four steps (italicized): Defining a goal for assessments, collecting evidence from students, analyzing data to make conclusions about teaching and learning, and finally taking pedagogical actions that address or support the conclusions made. The ways in which these steps are carried out are described in detail in a literature review .…”

Section: Introductionmentioning

confidence: 99%

Formative Assessment in High School Chemistry Teaching: Investigating the Alignment of Teachers’ Goals with Their Items

2015

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A 2011 report by the Department of Education states that understanding how teachers use results from formative assessments to guide their practice is necessary to improve instruction. Chemistry teachers have goals for items in their formative assessments, but the degree of alignment between what is assessed by these items and the teachers' goals has not previously been investigated. This understanding of teachers' goal-setting will identify strengths and limitations in their formative assessment processes. In this qualitative project, we have characterized this alignment of assessment items with learning objectives with data collected from 19 high school chemistry teachers from 10 states. These teachers participated in semi-structured interviews describing their goals and use of a teacher-developed formative assessment they had administered to their classes. The teachers provided 41 items which were analyzed for this study. To evaluate the content knowledge and skills required for successful completion of each item, the items were evaluated by one researcher by listing statements and equations required to demonstrate an understanding and solve each individual problem. A different member of the team who conducted the interviews listed the assessment goals as stated by the teachers for each item to characterize the degree teacher's goals are emulated by their items. The author team evaluated the alignment of teachers' assessment goals to what is assessable by items. The results discussed show that teachers who address conceptual chemical phenomena in their goals, in line with the NGSS standards of using concepts to assess student understanding, are more likely to have a goal that is assessable by their assessment items than those who do not assess concepts. From findings and prior literature, we recommend that teachers use conceptual goals in conjunction with problem solving goals to assess student understanding, particularly with items that require computation.

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Section: Introductionmentioning

confidence: 99%

Formative Assessment in High School Chemistry Teaching: Investigating the Alignment of Teachers’ Goals with Their Items

2015

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Problematising the use of education to address social inequity: Could participatory action research be a step forwards?

Giannakaki

McMillan²,

Karamichas

2018

British Educational Res J

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This paper critiques international trends towards certain school practices aimed at promoting equity and social justice by closing gaps in specific learning outcomes among students. It argues that even though some of these practices (e.g. individualised student support, data‐driven leadership) improve learning outcomes for certain groups considered ‘disadvantaged’, they fail to have a genuine impact on the issue. They remain ‘locked’ in the logic of social mobility, reaffirming the legitimacy of a hierarchical system underpinned by competitive individualism, which unfairly distributes social opportunities under the guise of ‘merit’ and ‘justice’. The paper argues that unless students develop awareness of the subtle injustices legitimised by the current system, no specialised interventions will ever tackle inequity, but will, instead, reinforce it. Yet, attempts to explicitly challenge mainstream school practices are likely to face harsh resistance from system agents due to being so ingrained in school cultures. An alternative strategy is suggested which, without being too subversive, could raise students’ awareness—what Freire called ‘conscientização’. This would entail the application of participatory action research (PAR), under the cloak of traditional (system‐aligned) action research. Such PAR, despite its political character, would initially appear to fulfil the performative role of more technical interventions (e.g. raising test scores), but in such a way that ‘conscientização’ also happens in the process. This may set the ground for social reform, encouraging the transition to a more sustainable and equitable society based on collectivity and solidarity.

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School Principals and Evidence Use: Possibilities and Problems for Preparation and Practice

Brooks

Rickinson

Wilkinson

2017

Evidence and Public Good in Educational Policy, Research and Practice

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The New Instructional Leadership

Cited by 5 publications

References 18 publications

Formative Assessment in High School Chemistry Teaching: Investigating the Alignment of Teachers’ Goals with Their Items

Formative Assessment in High School Chemistry Teaching: Investigating the Alignment of Teachers’ Goals with Their Items

Problematising the use of education to address social inequity: Could participatory action research be a step forwards?

School Principals and Evidence Use: Possibilities and Problems for Preparation and Practice

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