Halverson, R., Prichett, R.B., & Watson, J.G. (2007). Formative feedback systems and the new instructional leadership. (WCER Working paper No. 2007-3). Madison: University of Wisconsin-Madison, Wisconsin Center for Education Research.Retrieved September 15, 2008, from http://www.wceruw.net/publications/workingPapers/Working_Paper_No_2007_03.pdf
This report explores formative feedback systems, meaning networks of structures, practices, and people that help make school testing data accessible and applicable to everyday instruction. The authors use the concept of formative feedback systems to show the processes through which teachers and administrators can use high-stakes testing information and other data to improve teaching practices and support student learning. They demonstrate this process by focusing on data driven revisions of a literacy program in one elementary school, and describe issues other schools may face making similar adjustments to curriculum and/or instruction. The authors provide this example to help schools better understand how to learn from student performance data and how to modify teaching programs and practices in an era of high-stakes testing. The authors conclude that by using formative feedback systems, schools may gain control over the instructional process, but caution that these specific grade- or school-wide decisions about student learning may also result in a narrowed curriculum.
Culture of Inquiry, Data Systems, Skills and Knowledge