Formative Assessment Approaches to Inform Teacher Practices: Key Considerations

Todd A. Glover, Ryan J. Kettler, Linda A. Reddy, Alexander Kurz

Research output: Contribution to journalArticle

Abstract

To guide data-based decision making in schools, it is important to focus not only on how to best measure students’ needs, but also on how to measure and integrate data on teacher practices. The purpose of this special issue is to describe and present findings from research on the measurement of teacher practices and approaches for facilitating and evaluating school personnel’s use of data to inform instructional decisions that promote student achievement. Two initial articles in this special issue focus on approaches for measuring teacher practices/processes. The following two articles describe structured technology-driven approaches for facilitating, investigating, and evaluating job-embedded teacher professional development in the form of coaching. A final article provides an illustrative example of the application of a measure for assessing teacher practices in the classroom. The special issue concludes with an expert commentary on this work and future directions for research and practice.

Original languageEnglish (US)
JournalAssessment for Effective Intervention
DOIs
StateAccepted/In press - Jan 1 2018

Fingerprint

Students
teacher
Research
Decision Making
Technology
coaching
school
student
expert
decision making
classroom
Direction compound
Mentoring

Keywords

  • observation
  • professional development
  • progress monitoring

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Health Professions(all)

Cite this

Formative Assessment Approaches to Inform Teacher Practices : Key Considerations. / Glover, Todd A.; Kettler, Ryan J.; Reddy, Linda A.; Kurz, Alexander.

In: Assessment for Effective Intervention, 01.01.2018.

Research output: Contribution to journalArticle

@article{0dbd3e43e11b423e9fb7ff6ca60eee9d,
title = "Formative Assessment Approaches to Inform Teacher Practices: Key Considerations",
abstract = "To guide data-based decision making in schools, it is important to focus not only on how to best measure students’ needs, but also on how to measure and integrate data on teacher practices. The purpose of this special issue is to describe and present findings from research on the measurement of teacher practices and approaches for facilitating and evaluating school personnel’s use of data to inform instructional decisions that promote student achievement. Two initial articles in this special issue focus on approaches for measuring teacher practices/processes. The following two articles describe structured technology-driven approaches for facilitating, investigating, and evaluating job-embedded teacher professional development in the form of coaching. A final article provides an illustrative example of the application of a measure for assessing teacher practices in the classroom. The special issue concludes with an expert commentary on this work and future directions for research and practice.",
keywords = "observation, professional development, progress monitoring",
author = "Glover, {Todd A.} and Kettler, {Ryan J.} and Reddy, {Linda A.} and Alexander Kurz",
year = "2018",
month = "1",
day = "1",
doi = "10.1177/1534508418811589",
language = "English (US)",
journal = "Assessment for Effective Intervention",
issn = "1534-5084",
publisher = "Council for Exceptional Children, Council for Educational Diagnostic Services",

}

TY - JOUR

T1 - Formative Assessment Approaches to Inform Teacher Practices

T2 - Key Considerations

AU - Glover, Todd A.

AU - Kettler, Ryan J.

AU - Reddy, Linda A.

AU - Kurz, Alexander

PY - 2018/1/1

Y1 - 2018/1/1

N2 - To guide data-based decision making in schools, it is important to focus not only on how to best measure students’ needs, but also on how to measure and integrate data on teacher practices. The purpose of this special issue is to describe and present findings from research on the measurement of teacher practices and approaches for facilitating and evaluating school personnel’s use of data to inform instructional decisions that promote student achievement. Two initial articles in this special issue focus on approaches for measuring teacher practices/processes. The following two articles describe structured technology-driven approaches for facilitating, investigating, and evaluating job-embedded teacher professional development in the form of coaching. A final article provides an illustrative example of the application of a measure for assessing teacher practices in the classroom. The special issue concludes with an expert commentary on this work and future directions for research and practice.

AB - To guide data-based decision making in schools, it is important to focus not only on how to best measure students’ needs, but also on how to measure and integrate data on teacher practices. The purpose of this special issue is to describe and present findings from research on the measurement of teacher practices and approaches for facilitating and evaluating school personnel’s use of data to inform instructional decisions that promote student achievement. Two initial articles in this special issue focus on approaches for measuring teacher practices/processes. The following two articles describe structured technology-driven approaches for facilitating, investigating, and evaluating job-embedded teacher professional development in the form of coaching. A final article provides an illustrative example of the application of a measure for assessing teacher practices in the classroom. The special issue concludes with an expert commentary on this work and future directions for research and practice.

KW - observation

KW - professional development

KW - progress monitoring

UR - http://www.scopus.com/inward/record.url?scp=85058671057&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85058671057&partnerID=8YFLogxK

U2 - 10.1177/1534508418811589

DO - 10.1177/1534508418811589

M3 - Article

AN - SCOPUS:85058671057

JO - Assessment for Effective Intervention

JF - Assessment for Effective Intervention

SN - 1534-5084

ER -