Document Type

Policy Brief

Date of this Version

12-2009

DOI

10.12698/cpre.2009.rb51

Abstract

The purpose of this exploratory study was to examine the use of interim assessments and the policy supports that promote their use to change instruction, focusing on elementary school mathematics. The study looked at how 45 elementary school teachers in a purposive sample of 9 schools in 2 districts used interim assessments in mathematics in 2006-07. The study focused on teachers' use of data in a cycle of instructional improvement; that is, how teachers gather or access evidence about student learning; analyze and interpret that evidence; use evidence to plan instruction; and carry out improved instruction.

Authors conclude that interim assessments that are designed for instructional purposes are helpful but not sufficient to inform instructional change.

 

Date Posted: 29 June 2015