Education practitioners' interpretation and use of assessment results [thesis]

Karoline Ann Jarr
Within the past decade federal education policy has drastically shifted the role of student achievement tests in directing educational decision-making. Despite public policy directives for increased use of test results to improve educational outcomes, there is little understanding in the research literature of practitioners' knowledge and skills in interpreting and using educational data, such as test results, to enhance classroom instruction and student learning. This study surveyed over two
more » ... surveyed over two hundred educational practitioners (N=220) to learn more about their abilities to locate, interpret and use assessment results, as well as how self-confident they indicated they were in their knowledge and skills regarding assessment practices. Respondents represented a diverse cross-section of practitioners and included practitioners that worked within an AEA, practitioners that worked within a large public school district, and practitioners that worked within a private school setting. The respondents included teachers, administrators, social workers, school psychologists, curriculum coaches, and AEA staff. The survey that was developed and administered to the practitioners, the Assessment Results Survey, was composed of two separate surveys administered at the same time: The Assessment Results Interpretation and Use Survey and the Assessment Self-Confidence Survey. The first survey assessed practitioners' ability to locate, use and interpret assessment results. The second survey assessed practitioners' self-confidence with respect to assessment practices. Results indicated that practitioners performed well on all sub-scores (Locate Data, Interpret Data, and Use Data) of the Assessment Results Abstract Approved: ____________________________________ Thesis Supervisor ____________________________________
doi:10.17077/etd.35vh2oc1 fatcat:ryitdqeltbf7pgni7mt7ossane