Date of this Version
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.
Goertz, Margaret E.; Olah, Leslie Nabors; and Riggan, Matthew. (2009). Can Interim Assessments Be Used for Instructional Change. CPRE Policy Briefs.
Retrieved from https://repository.upenn.edu/cpre_policybriefs/39
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Education Policy Commons, Elementary Education and Teaching Commons, Science and Mathematics Education Commons
Date Posted: 29 June 2015