FOUNDATIONS

Scenarios

Main Capacities

Full Capacities Map

Needs Assessment

SUPPORTING LEARNING

Formative Assessment

Cycle

Strategies

Bibliography

Benchmark Assessment

Assessment System

Purpose

Selection and Use

Organizational Support

References

Diagnostic Assessment

Criteria

Course

IN THE FIELD

LIBRARY

LIBRARY SEARCH: RESULTS

Results For:

Titles

"But now I feel I want to give it a try": Formative assessment, self-esteem and a sense of competence

'How does your teacher help you to make your work better?' Children's understanding of formative assessment.

'They don't give us our marks': The role of formative feedback in student progress

A critical review of research on formative assessments: The limited scientific evidence of the impact of formative assessments in education

A descriptive analysis of state-supported formative assessment initiatives in New York and Vermont

A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students

A framework for evaluating and planning assessments intended to improve student achievement

A framework for evidencing assessment validity in large-scale, high-stakes international examinations

A new formative assessment technology for reading and writing

A pleasant surprise

A policymaker's primer on education research: How to understand, evaluate and use it

A primer on student growth percentiles

A randomized evaluation of Ohio’s personalized assessment reporting system (PARS)

A second follow-up year for "Measuring how benchmark assessments affect student achievement"

A state guide to the development of universally designed assessments

A strategy for evaluating district developed assessments for state accountability

A synopsis of Hattie & Timperley’s “Power of feedback”

A theoretical framework for data-driven decision making

Accountability and school performance: Implications from restructuring schools

Accountability in three realms: Making learning visible inside and outside the classroom

Accountability policies and teacher decision making: Barriers to the use of data to improve practice

Accountability systems: Implications of requirements of the No Child Left Behind Act of 2001

Achievement gap patterns of grade 8 American Indian and Alaska Native students in reading and math

Achieving with data: How high-performing school systems use data to improve instruction for elementary students

Acting on data: How urban high schools use data to improve instruction

Addressing the assessment challenge with an online system that tutors as it assesses

Administrative data improvement

Advancing formative assessment in every classroom: A guide for instructional leaders

Advancing systemwide instructional reform: Lessons from three urban districts partnered with the Institute for Learning

After the test: Closing the achievement gaps with data

Aligning an early childhood assessment to state kindergarten content standards: Application of a nationally recognized alignment framework

Alignment and the states: Three approaches to aligning the national assessment of educational progress with state assessments, other assessments, and standards

American School Board Journal

An exploratory analysis of school-based student assessment systems

Analysis of education information systems in the context of systemic reform

Anatomy of school system improvement: Performance-driven practices in urban school districts

Asking the right questions: Techniques for collaboration and school change

Assessing students’ affect related to assessment for learning: An introduction for teachers

Assessment of- or in- the zone of proximal development

Assessment 2.0: “Next-generation” comprehensive assessment systems: An analysis of proposals by the Partnership for the Assessment of Readiness for College and Careers and SMARTER Balanced Assessment Consortium

Assessment and classroom learning

Assessment and examinations

Assessment and learning

Assessment as a policy tool

Assessment crisis: The absence of assessment FOR learning

Assessment for learning in upper elementary grades

Assessment for Learning: A key to motivation and achievement

Assessment for learning: Putting it into practice

Assessment literacy development: Identifying gaps in teacher candidates’ learning

Assessment literacy for teachers: Faddish or fundamental?

Assessment literacy for teachers

Assessment manifesto: A call for the development of balanced assessment systems

Assessment of, for, and as learning within schools: Implications for transforming classroom practice

Assessments and accountability

Assessments through the student's eyes

Attributes of effective formative assessment

Balanced assessment systems: Redefining excellence in assessment

Beating the odds: A city-by-city analysis of student performance and achievement gaps on state assessments. Results from the 2004-2005 school year

Becoming a self-regulated learner: Which are the key subprocesses?

Being an informed consumer of quantitative educational research

Benchmark assessment for improved learning

Beyond islands of excellence: What districts can do to improve instruction and achievement in all schools

Beyond test scores: Leading indicators for education

Beyond the bubble: Technology and the future of student assessment

Breaking new ground: Data systems transform family engagement in education

Building a data warehouse: How you collect, manage, and report data may be the difference between success and failure

Building an information system to support continuous improvement in California public schools

Building an interim assessment system: A workbook for school districts

Building student-level longitudinal data systems: Lessons learned from four states

Buried treasure: Developing a management guide from mountains of school data

Can high stakes testing leverage educational improvement? Prospects from the last decade of testing and accountability reform

Can interim assessments be used for instructional change?

Changing classroom practice

Characteristics of improved school districts: Themes from research

Classroom assessment and grading to assure mastery

Classroom assessment: Minute by minute, day by day

Classroom assessment: Principles and practice for effective standards-based instruction (5^th ed.)

Classroom assessment: Supporting teaching and learning in real classrooms

Classroom assessment: What teachers need to know (6^th ed.)

Classroom assessments that inform instruction

Classroom interaction in science: Teacher questioning and feedback to students’ responses

Classroom processes and positive youth development: Conceptualizing, measuring, and improving the capacity of interactions between teachers and students

Classwide curriculum-based measurement: Helping general educators meet the challenge of student diversity

Closing the achievement gap: The experience of a middle school

Code of fair testing practices in education (Revised)

Cognitive perspectives on peer learning

Coherence: Key to next generation assessment success (AACC Report)

Collaborative inquiry to make data-based decisions in schools

Commentary: Evaluating the validity of formative and interim assessment

Comprehensive assessment and evaluation of students with learning disabilities

Conceptions of evidence use in school districts: Mapping the terrain

Conceptualizing pre-emptive formative assessment

Connecting formative assessment research to practice: An introductory guide for educators

Connecting research to practice: Knowing who is proficient isn’t always sufficient

Construct-irrelevant variance in high-stakes testing

Corrective action in low performing schools: Lessons for NCLB implementation from first-generation accountability systems

Creating a culture of data use for continuous improvement: A case study of an Edison Project School

Creating a culture of inquiry: Harnessing data for professional learning

Creating a longitudinal data system: Using data to improve student achievement

Creating a statewide educational data system for accountability and improvement: A comprehensive information and assessment system for making evidence-based changes at school, district, and policy levels

Creating a system of accountability: The impact of instructional assessment on elementary children’s achievement scores

Creating an evaluation framework for data-driven decision-making

Creating personalized assessments based on learner knowledge and objectives in a hypermedia Web testing application

Criteria for evaluating systems for student assessment

Cultivating competence, self-efficacy, and in-trinsic interest through proximal self-motivation

Cutting through the "data-driven" mantra: Different conceptions of data-driven decision making.

Data analysis for comprehensive schoolwide improvement

Data Coach website

Data collection tips: Developing a survey

Data dialogue: Focused conversations put evidence to work in the classroom

Data driven decisionmaking in Southwestern Pennsylvania school districts

Data driven differentiation in the standards-based classroom

Data exploration: A journey to better teaching and learning (Video and Booklet)

Data for action 2012: Focus on people to change data culture

Data for school improvement: Factors for designing effective information systems to support decision-making in schools

Data governance: Changing culture, breaking down silos and deciding who is in control

Data on demand: Student information systems become a key tool for crunching and analyzing data

Data on Enacted Curriculum study: Summary of findings

Data tools

Data use and school improvement: Challenges and prospects

Data use for school improvement: School practices and research perspectives

Data use in the school and classroom: The challenges of implementing data-based decision making inside schools

Data use: Data primer

Data warehouses in public schools: Lessons learned in an on-going implementation

Data wise in action: Stories of schools using data to improve teaching and learning

Data wise: A step-by-step guide to using assessment results to improve teaching and learning

Data-based decision-making: Essentials for principals

Data-driven decision making based on curriculum-embedded assessment: Findings from recent California studies

Data-driven decision making: The "other" data

Data-driven high school reform: The breaking ranks model

Data-driven implementation and adaptation of new teaching methodologies

Data-driven school improvement: Linking data and learning

Data-enhanced leadership

Data-informed curriculum reform: Which data, what purposes, and promoting and hindering factors

Data-informed decision making: Using data wisely and well

Data-informed leadership in education

Data-informed leadership in education

Delving into data

Developing a school-wide progress-monitoring system

Developing and selecting assessments of student growth for use in teacher evaluation systems

Developing formative assessment in the classroom: Using action research to explore and modify theory

Developing measurement theory for classroom assessment purposes and uses

Developing test score reports that work: The process and best practices for effective communication

Developing the theory of formative assessment

Differential improvement in student understanding of mathematical principles following formative assessment intervention

Disaggregating data in schools: Leveraging the information you have

Distributed leadership

Distributed leadership

District adoption and implementation of interim and benchmark assessments

District-wide effects on data use in the classroom

Districts’ efforts for data use and computer data systems: The role of sensemaking in system use and implementation

Does an argument-based approach to validity make a difference?

Does assessment hinder learning?

Doing the right thing, knowing the right thing to do: School improvement and performance-based accountability

Dynamic assessment: A Vygotskian approach to understanding and promoting L2 development

ED Data Express

Educational architects: Do state education agencies have the tools necessary to implement NCLB?

Educational assessment in the 21^st century: Connecting theory and practice

Educational assessment knowledge and skills for teachers

Educational assessment of students (6^th ed.)

Educational assessment special issue: Assessing to teach

Educative assessment: Designing assessments to inform and improve student performance

Effective instructional leadership requires assessment leadership

Effective use of electronic data systems: A readiness guide for district and school leaders

Effects of a data driven district reform model.

Effects of differential feedback on students’ examination performance

Effects of task and ego achievement goals on help-seeking behaviors and attitudes

Eight buying tips: Data warehouses

Embedded formative assessment

Essential assessment concepts for teachers and administrators

Evaluating test validity

Evaluative thinking and action in the classroom

Evidence, interpretation, and persuasion: Instructional decision making at the district central office.

Examining teacher technology use

Expanding views about formative classroom assessment: A review of the literature

Exploring teachers' informal formative assessment practices and students' understanding of the context of scientific inquiry

Exploring tensions in developing assessment for learning

Factors affecting technology uses in schools: An ecological perspective

Feed up, back, forward

Feedback and self-regulated learning: A theoretical synthesis

Feedback that fits

First things first: Demystifying data analysis

Flemish primary teachers’ use of school performance feedback and the relationship with school characteristics

Focus on formative feedback

Formative and summative assessment in the classroom

Formative assessment and next-generation assessment systems: Are we losing an opportunity?

Formative assessment and science education

Formative assessment and the design of instructional systems

Formative assessment for literacy grades K-6: Building reading and academic language skills across the curriculum

Formative assessment in the secondary classroom

Formative assessment of learning: A review of publications in French

Formative assessment policies, programs, and practices in the Southwest Region

Formative assessment probes

Formative assessment strategies for every classroom (2^nd ed.)

Formative assessment that empowers

Formative assessment: A critical review

Formative assessment: A meta-analysis and a call for research

Formative assessment: Bridging the research-practice divide

Formative assessment: Can the claims for effectiveness be substantiated?

Formative assessment: Examples of practice

Formative assessment: Improving student learning in secondary classrooms

Formative assessment: Policy, perspectives, and practice

Formative assessment: Redirecting the plan

Formative assessment: Revisiting the territory

Formative assessment: What do teachers need to know and do?

Formative classroom assessment: Theory into practice

Formative feedback systems and the new instructional leadership

Forum guide to building a culture of quality data: A school & district resource (NFES 2005-801)

Forum guide to education indicators (NFES 2005-802)

Forum guide to protecting the privacy of student information: State and local education agencies (NCES 2004-330)

Foundations for success: Case studies of how urban school systems improve student achievement

Framework for an effective assessment and accountability program: The Philadelphia example

From data to decisions: Lessons from school districts using data warehousing.

From data to knowledge: The interaction between data management systems in educational institutions and the delivery of quality education

From evidence to action: A seamless process in formative assessment?

From formative assessment to assessment for learning: A path to success in standards-based schools

From perception to practice: The impact of teachers' scoring experience on performance-based instruction and classroom assessment

From testing to productive student learning: Implementing formative assessment in Confucian-Heritage settings

From testing to teaching: The use of interim assessments in classroom instruction (CPRE Research Report #RR-65)

Games as formative assessment environments: Examining the impact of explanations of scoring and incentives on math learning, game performance, and help seeking.

Getting excited about data: Combining people, passion, and proof to maximize student achievement

Getting started with data warehousing: The first in a series on how to manage data efficiently

Getting the evidence for evidence-based initiatives: How the Midwest states use data systems to improve education processes and outcomes

Getting value out of value-added: Report of a workshop

Goal-setting and self-assessment in Year 7 students

Goal-setting and task performance: 1969-1980

Goodbye to the number 2 pencil?

Grading (2^nd ed.)

Grading and learning: Practices to support student achievement

Group wise: Create a culture of inquiry and develop productive groups

Growing pains: Piloting a statewide information system is difficult but worth the effort

Guest editor's introduction

Guide to using data in school improvement efforts: A compilation of knowledge from data retreats and data use at Learning Point Associates

Guidelines for ensuring the technical quality affecting English language learners and students with disabilities: Development and implementation of regulations

Handbook of formative assessment

Handbook on effective implementation of school improvement grants

Handbook on restructuring and substantial school improvement

Helping students understand assessment

High school students' perceptions of narrative evaluations as summative assessment

High student achievement: How six school districts changed into high-performance systems

Hope for urban education: A study of nine high-performing, high-poverty, urban elementary schools

How are Educators Using Data? A Comparative Analysis of Superintendent, Principal, and Teachers' Perceptions of Accountability Systems

How children learn

How data can help

How do district management and implementation strategies relate to the quality of the professional development that districts provide to teachers?

How do we know they’re getting better?: Assessment for 21^st Century minds, K-8.

How middle-school mathematics teachers use interim and benchmark assessment data

How ready are you? A special tool for school district leaders to assess readiness to use data effectively

How state education agencies in the Northeast and Islands Region support data-driven decision making in districts and schools

How student progress monitoring improves instruction

How to assess higher-order thinking skills in your classroom

How to give effective feedback to your students

How to read a research article

Identifying and monitoring students' learning needs with technology

Identifying growth indicators for low-achieving students in middle school mathematics

Identifying the factors, conditions and policies that support schools' use of data for decision-making and school improvement

IES what works clearinghouse

Impact of incentives on the use of feedback in educational videogames (CRESST Report 813)

Impacting student achievement through data-driven decision-making

Implementing data-informed decision making in schools: Teacher access, supports, and use

Improving data quality for Title I standards, assessments, and accountability reporting guidelines for states, LEAs, and schools

Improving districts: Systems that support learning

Improving education practice through the effective use of student information (facebook page)

Improving family and community engagement through sharing data

Improving student learning: Applying Deming's Quality Principles in classrooms.

Improving teacher questioning in science inquiry discussion through professional development

Improving teaching and learning with data-based decisions: Asking the right questions and acting on the answers

Improving the validity of English language learner assessment systems (CRESST Policy Brief No. 10- Full Report)

Improving the way we grade science

In search of leading indicators in education

In the right context: The effective leader concentrates on a foundation of programs, procedures, beliefs, expectations, and habits

Incremental and predictive utility of formative assessment methods of reading comprehension

Information Competency Tutorials

Information systems for school improvement: Resources

Informing the practice of teaching using formative and interim assessment: A systems approach

Inquiry and action: Making school improvement part of daily practice

Inside the black box: Raising standards through classroom assessment

Instructional sensitivity as a psychometric property of assessments

Interim assessment practices and avenues for state improvement

Interim benchmark assessments: Are we getting our eggs in the right basket?

Interpreting standardized test scores: Strategies for data-driven instruction decision making

Investigating formative assessment

Investigating the cognitive complexity of science assessments

Involving teachers in data-based decision-making: Using computer data systems to support teacher inquiry and reflection

Is high-stakes testing working?

Issue Focus: Using data to drive reform

Issue theme: Refocusing on assessment

Judging student achievement: Why getting the right data matters

Kairos and informative assessment: Rethinking the formative/summative distinction in Nebraska

Keeping learning on track: Classroom assessment and the regulation of learning

Knowing and doing: What teachers learn from formative assessment and how they use the information

Knowing what students know: The science and design of educational assessment

Knowledge management for educational information systems: What is the state of the field?

Knowledge management for school leaders: An ecological framework for thinking schools

Leadership for data-based decision-making: Collaborative data teams

Leadership for effective data use

Leadership of inquiry: Building and sustaining capacity for school improvement

Leading for learning: Reflective tools for school and district leaders

Leading schools in a data-rich world: Harnessing data for school improvement

Learning about assessment: An evaluation of a ten-state effort to build assessment capacity in high schools

Learning how to learn and assessment for learning: A theoretical inquiry

Learning progressions: Supporting instruction and formative assessment

Learning to love assessment

Learning trajectories in mathematics. A foundation for standards, curriculum, assessment, and instruction.

Lessons learned in using data to support school inquiry and continuous improvement: Final report to the Stuart Foundation

Linking data and learning: The Grow Network study

Linking formative assessment to scaffolding

Locally tailored accountability: Building on your state system in the era of NCLB

Locating interim assessments within teachers’ assessment practice

Looking at student work

Making learning visible in kindergarten classrooms: Pedagogical documentation as a formative assessment technique

Making sense of data-driven decision making in education

Making sense of the data: Overview of the K-12 data management and analysis market

Making the most of interim assessment data. Lessons from Philadelphia

Making valid and consistent inferences about school effectiveness from multiple measures

Managing curriculum: Rapid implementation of a districtwide data initiative

Mapping a course for improved student learning: How innovative schools systematically use student performance data to guide improvement

Measurement 101: Some fundamentals revisited

Measurement and assessment in teaching (9th ed.)

Measurement of student growth: Emerging trends reflected in the state phase 1 RACE TO THE TOP Applications

Measurement, sampling, and equating errors in large-scale assessments

Measuring how benchmark assessments affect student achievement

Measuring up: Assessment issues for teachers, counselors, and administrators

Meeting the needs of special education students: Recommendations for the Race to the Top Consortia and States

Mirror, mirror on the wall: Identifying the processes of classroom assessment

Mix it up: Variety is key to a well-rounded data-analysis plan

Motivation to learn

Moving toward a comprehensive assessment system: A framework for considering interim assessments

Moving your numbers: Five districts share how they used assessment and accountability to increase performance for students with disabilities as part of district-wide improvement

Multiple measures, multiple uses

National School Reform Faculty website

NCES handbooks online

NCES Nonfiscal Data Handbook for Early Childhood, Elementary, and Secondary Education

Needed: A dose of assessment literacy

New assessment beliefs for a new school mission

New frontiers in formative assessment

New measures of English language proficiency and their relationship to performance on large-scale assessments

No schools left behind

Norm- and criterion-referenced student growth

On the fidelity of implementing embedded formative assessments and its relation to student learning

On the impact of formative assessment on student motivation, achievement, and conceptual change

On the road to assessing deeper learning: The status of Smarter Balanced and PARCC assessment consortia

Optimal reference guide: Guidelines for accessing student records in a state longitudinal database. Part III

Optimal reference guide: What's behind your data warehouse? Part II

Optimal reference guide: What's really "in store" for your data warehouse? Part I

Passion and principle: Ground effective data use

Peer assessment

Peer feedback: Who, what, when, why, and how. Using data-driven practices, such as peer feedback, teachers can improve classroom instruction and student learning

Performance assessments: Political rhetoric and measurement reality

Performance counts: Assessment systems that support high-quality learning

Policy effectiveness of interim assessments in Providence public schools

Portfolio assessment

Practical research: Planning and design (8th edition).

Practices that support data use in urban high schools

Preparing educators to effectively use student data systems

Preparing for the plunge: Preservice teachers' assessment literacy

Preventing problems: The best defense for your information system is good planning and continued care

Problems with the use of student test scores to evaluate teachers

Process for developing learning communities

Professional learning conversations: Challenges in using evidence for improvement

Promoting learning and achievement through self-assessment

Promoting student ownership of learning through high-impact formative assessment practices

Publishing information on individual schools?

Putting data into practice: Lessons from New York City

Putting the pieces together: Summary report of the invitational research symposium on through-course summative assessments

QSP and the MPS information system

Questions to ask when evaluating tests

Race to the top assessment program application for new grants: Comprehensive assessment systems

Recommendations for building a valid benchmark assessment system: Interim report to the Jackson Public Schools (CRESST Report 723)

Reconceptualizing validity for classroom assessment

Reconsidering reliability in classroom assessment and grading

Reinforcement, reward, and intrinsic motivation: A meta-analysis

Relationships between teacher knowledge, assessment practice, and learning- Chicken, egg, or omelet (CRESST Report 809)

Reliability and validity of information about student achievement: Comparing large-scale and classroom testing contexts

Research and evaluation in education and psychology: Integrating diversity with quantitative, and mixed methods, 2nd edition.

Research on data use: A framework and analysis

Results: The key to continuous school improvement, second edition.

Rethinking and redesigning curriculum, instruction, and assessment: What contemporary research and theory suggests

Safety in numbers: Collecting and using crime, violence, and discipline incident data to make a difference in schools

SAGE Handbook of research on classroom assessment

Scaling up data use in classrooms, schools and districts

School leader's guide to root cause analysis: Using data to dissolve problems

School leadership teams: A process model of team development

SchoolNet: A case study of implementation in three schools

Schools Interoperability Framework Association

Schools' use of data in teaching and learning

Scrubbing data for D3M

Self- and peer-assessment and taking responsibility: The science teachers’ role in formative assessment

Self-assessment through rubrics

Self-theories: Their role in motivation, personality and development

Seven practices for effective learning.

Shaping school culture: The heart of leadership

Short cycle assessment: Improving student achievement through formative assessment

Similar students, different results: Why do some schools do better? A large-scale survey of California elementary schools serving low-income students

Small learning communities that actually learn: Lessons for school leaders

Small-group interactions as a source of learning opportunities in second-grade mathematics

Software enabling school improvement through the analysis of student data

Special issue on assessment and classroom learning

Special issue on benchmarks for success? Interim assessments as a strategy for educational improvement

Special Issue on embedded formative assessment

Special Issue: By the Numbers: How data use is transforming the classroom

Special issue: Data use

Special Issue: High-stakes testing- value, fairness and consequences

Special issue: The practice of data use

Standardized testing and school accountability

Standards for educational and psychological testing

Standards for standards-based accountability systems

State education data systems that increase learning and improve accountability

State growth models for school accountability: Progress on developing and reporting measures of student growth

Statistics without tears: A primer for non-mathematicians

Stocks and prospects: Research on formative assessment in secondary education classrooms

Strategies to promote data use for instructional improvement: Actions, outcomes, and lessons from three urban districts

Striking a balance: Georgia district adds assessments and transforms classroom practice

Structural equation modeling for high school principals’ data-driven decision making: An analysis of information use environments

Student data systems for school improvement: The state of the field

Student self-evaluation in grade 5-6 mathematics effects on problem-solving achievement

Student teacher assessment feedback preferences: The influence of cognitive styles and gender

Student test score reports and interpretive guides: Review of current practices and suggestions for future research

Student-centered classroom assessment

Student-involved assessment FOR learning

Students' conceptions of assessment: Links to outcomes

Successful students’ formative and summative uses of assessment information

Supporting classroom assessment practice: Lessons from a small high school

Surveys of Enacted Curriculum (SEC)

Systems of practice: How leaders use artifacts to create professional community schools

T.H.E. Journal

Taking data to new depths

Tapping into the power of longitudinal data: A guide for school leaders

Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being

Teacher evaluation pitfalls

Teacher feedback to young children in formative assessment: A typology

Teacher groups' conceptions and uses of student-learning data

Teacher inquiry into formative assessment practices in remedial reading classrooms

Teacher learning of technology enhanced formative assessment

Teacher's use of data: Loose coupling, agenda setting, and team norms

Teacher-friendly options to improve teaching through student data analysis

Teachers developing assessment for learning: Impact on student achievement

Teachers’ ability to use data to inform instruction: Challenges and supports

Teachers' assessment practices in mathematics: Classrooms in the context of reform

Teachers' understanding and use of formative assessment in literacy learning

Teachers' use of student data systems to improve instruction: 2005 to 2007

Teaching educators: How to use student assessment data to improve instruction

Teaching science for understanding

Technical Education Research Centers (TERC) website

Technology @ your fingertips, version 2.0

Technology-supported involvement of entire faculties in examination of student data for instructional improvement

Test better, teach better: The instructional role of assessment

Texas tackles the data problem: New system will give teachers information they can use

The best value in formative assessment

The Big Squeeze: Stories of Education Accountability (CPRE Video)

The Black-White achievement gap: When progress stopped

The case for district-based reform: Leading, building, and sustaining school improvement

The challenge of formative assessment in mathematics education: Children’s minds, teachers’ minds

The changing role of teachers in an era of high-stakes accountability

The characteristics of formative assessment in science education

The complexities of integrating data-driven decision making into professional preparation in schools of education: It’s harder than you think

The concept of formative assessment

The consortium for technology in the preparation of teachers: Exploring the potential of handheld technology for preservice education

The data coach's guide to improving learning for all students: Unleashing the power of collaborative inquiry

The data-informed district: A district-wide evaluation of data use in the Natrona County School District

The datause website

The district role in building capacity: Four strategies

The district role in instructional improvement

The Education Trust website

The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory

The effects of POWERSOURCE assessments on middle-school students’ math performance

The essential guide to doing research

The formative use of assessment information in planning- The notion of contingent planning

The future of assessment: Shaping, teaching, and learning

The impact of classroom evaluation practices on students

The impact of data-driven decision making tools on educational practice: A systems analysis of six school districts

The impact of evaluation processes on students

The impact of self-assessment on achievement: The effects of self-assessment training on performance in external examinations

The influence of competences and support on school performance feedback use

The instructional effect of feedback in test-like events

The leader's guide to standards: A blueprint for educational equity and excellence

The many meanings of “multiple measures”

The mathematics assessment collaborative: Performance testing to improve instruction

The missing disciplinary substance of formative assessment

The nature and impact of teacher's formative assessment practices

The new instructional leadership: Creating data-driven instructional systems in schools

The new teacher�s guide to better assessment

The next generation of testing

The next step: Using longitudinal data systems to improve student success

The PARCC application for the race to the top comprehensive assessment systems competition

The past, present, and future of curriculum-based measurement research

The power of feedback

The power of leadership, collaboration, and professional development: The story of the SMART Consortium

The power of longitudinal data: Measuring student academic growth

The promise and pitfalls of using imprecise school accountability measures

The quest for quality

The role of assessment in a learning culture

The role of classroom assessment in teaching and learning

The role of districts in fostering instructional improvement: Lessons from three urban districts partnered with the Institute for Learning

The role of interim assessments in a comprehensive assessment system

The role of teachers in the assessment of learning

The roles and practices of student services staff as data-driven instructional leaders

The school portfolio: A comprehensive framework for school improvement

The state of state standards- and the common core- in 2010

The theory and practice of using data to build capacity: State and local strategies and their effects

The three stories of education reform

The Vermont portfolio assessment program: Findings and implications

The visual display of quantitative information

Thinking about thinking: Developing metacognition in children

Thought and language

Tight but loose: A conceptual framework for scaling up school reform

Tools and techniques for effective data-driven decision-making

Tough choices in designing a formative assessment system

Toward more effective school districts: A review of the knowledge base

Towards coherence between classroom assessment and accountability

Tracking your school's success: A guide to sensible evaluation.

Transformative assessment

Transforming K-12 assessment: Integrating accountability testing, formative assessment, and professional support

Translating data into information to improve teaching and learning

Turning data into knowledge: Lessons from six Milwaukee public schools

Two dimensions of an inquiry stance toward student-learning data

Two teachers making assessment for learning their own.

U. S. Department of Education information quality guidelines

Understanding how principals use data in a new environment of accountability

Understanding how superintendents use data in a new environment of accountability

Upgrading America's use of information to improve student performance

Use of Education Data at the Local Level From Accountability to Instructional Improvement

Uses and misuses of data for educational accountability and improvement

Using a concept-grounded curriculum-based measure in mathematics to predict statewide test scores for middle school students with LD

Using assessment data for improving teaching practice

Using assessment to inform instructional decisions: How hard can it be?

Using assessments for instructional improvement: A literature review

Using common formative assessments as a source of professional development in an urban American elementary school

Using data about classroom practice and student work to improve professional development for educators

Using data for school improvement: Report on the second practitioners' conference for Annenberg challenge sites

Using data in leadership for learning

Using data mining to identify actionable information: Breaking new ground in data-driven decision making

Using data to close the achievement gap: How to measure equity in our schools

Using data to improve schools: What's working

Using data to improve student achievement

Using data to improve student learning in elementary schools

Using data to improve student learning in school districts

Using data/getting results: A practical guide for school improvement in mathematics and science with CDROM.1-929024-33-9

Using data

Using formative assessment to support complex learning in conditions of social adversity

Using key conceptual ideas to improve teacher use of formative assessment data

Using multiple levels of data to address educational issues.

Using multiple measures to address perverse incentives and score inflation

Using student achievement data to support instructional decision making

Using student assessment data: What can we learn from schools?

Using student data to improve teaching and learning. Findings from an evaluation of the Formative Assessments of Student Thinking in Reading (FAST-R) program in Boston elementary schools

Using student-assessment results to improve instruction: Lessons from a workshop

Using systematic screening data to assess risk and identify students for targeted supports: Illustrations across the K-12 continuum

Using test-score data in the classroom (WR-375-EDU)

Validity in teachers’ summative assessments

Validity issues for accountabilty systems

Vision to know and do: The power of data as a tool in educational decision making.

Vision, data, and analysis: An administrative structure for decision making

Weaving a secure web around education: A guide to technology standards and security

What a difference a word makes: Assessment FOR learning rather than assessment OF learning helps students succeed

What are the characteristics, qualifications, roles, and functions of school support teams? An examination of survey results for four Northwest Region states

What is "good" education research?

What is assessment for learning?

What is the evidence on districts' use of evidence?

What is the system in systemic reform?

What teacher preparation programs teach about K-12 assessment

When districts use evidence to improve instruction: what do we know and where do we go from here?

Where does it say I have to do that? How can secondary schools enact assessment policy for students with disabilities?

Whole school reform: How schools use the data-based inquiry and decision making process.

Why data skills matter in school improvement

Why every student needs critical friends

Will commercialization enable or destroy formative assessment?

Working inside the black box: Assessment for learning in the classroom

You don’t have to be a statistician to use data: A process for data-based decision making in schools

Citation

Koretz, D., Stecher, B., Klein, S., & McCaffrey, D. (1994). The Vermont portfolio assessment program: Findings and implications. Educational Measurement: Issues and Practice, 13(3), 5-16.

Summary

Koretz and colleagues report on effects of the Vermont Portfolio Assessment Program. The authors begin by describing the program and then explain program implementation and findings from principal and teacher interviews. Koretz and colleagues also discuss the quality of achievement data, focusing on inter-rater reliability and the quality of aggregate data. The authors conclude by discussing implications for performance-assessment programs which includes having realistic expectations for program effects, understanding the large costs of implementation, and carefully monitoring after program implementation.

Category

Research

Key Capacities

Balanced Assessment System, Data Integrity, Data Quality Assurance

Resource Link

http://www.rand.org/pubs/reprints/RP366.html

Return to the Library Search page.