Goertz, M. E., Olah, L. N., & Riggan, M. (2009, December). From testing to teaching: The use of interim assessments in classroom instruction (CPRE Research Report #RR-65). Consortium for Policy Research in Education.
This study explores the use of interim assessments and the policy supports that promote these assessments in the context of elementary school mathematics. The authors describe the district and school role in interim assessments, highlighting policy supports and the ways in which professional development, sophistication of local data systems, and school- and teacher- level incentives for improved instruction affect the use of interim assessment data. The authors describe how teachers learn from interim assessment results and respond to student needs accordingly, they examine interim assessments in the context of teachers' formative assessment practices, and they describe the relationship between teacher capacity and formative assessment practice. The authors conclude with a summary and policy implications.
Balanced Assessment System, Benchmark Assessment