Using Assessments for Instructional Improvement: A Literature Review.

By Viki M. Young, Debbie Kim. 2010

160 citations recorded by the source corpus.

The current educational reform policy discourse takes for granted the central role of using data to improve instruction. Yet whether and how data inform instruction depends on teachers’ assessment practices, the data that are relevant and useful to them, the data they typically have access to, and their content and pedagogical knowledge. Moreover, when one considers teachers’ organizational contexts, it is clear that school leadership and support for using data, capacity-building strategies, and the norms of adult learning and collaboration circumscribe opportunities to examine relevant data and to improve instructional practice in response. This literature review examines teacher as well as organizational practices and characteristics as they pertain to formative uses of assessment. We identify opportunities for important research to illuminate how and under what conditions teachers and schools as organizations can use data to inform instruction.

Subfields: Education, Information Systems and Management, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/e7d7fd4458a1f82d443007754555342c7d739561

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Citations in the corpus

Interventions Promoting Educators’ Use of Data: Research Insights and Gaps (2012, methodology): “…tools, I do not include in this review studies that exclusively focus on technology support because this research field was recently reviewed by Halverson and Shapiro (in press), or the use of formative assessments, recently reviewed by Young and Kim (2010) and Supovitz (2012, this issue).”
Formative Assessment: Policy, Perspectives and Practice. (2011, methodology): “Young and Kim (2010) are, therefore, accurately applying the adjective ‘flexible’ and correct in seeing it as a characteristic worthy of closer analysis.”
Building Teachers Data-use Capacity: Insights from Strong and Developing Coaches (2014, background): “The research on data-use interventions (i.e., coaching) provides little information on what constitutes effective capacity building for data use and under what circumstances it occurs (Coburn & Turner, 2011; Little, 2012; Marsh, McCombs, & Martorell, 2012; Spillane, 2012; Young & Kim, 2010).”
Formative Assessment: Assessment Is for Self-regulated Learning (2012, background): “Before discussing the relational dynamic between the goals of formative assessment and the acquisition of SRL strategies; that is, how formative assessment encapsulates and ‘drives’ SRL and how SRL environments are inherently formative, it is necessary to bring focus to what some studies (e.g., Dunn”
Research on Data Use: A Framework and Analysis (2011, background): “Increasingly, they arrive in schools as part of multipronged interventions promoting data use and data driven decision making (Young & Kim, 2010).”