Davidson, K. L., & Frohbieter, G. (2011). District adoption and implementation of interim and benchmark assessments. (CRESST Report 806). Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
The purpose of this article is to examine the implementation and use of interim assessments. The researchers interviewed district administrators, principals and teachers to examine the ways in which stakeholders at various levels perceive, implement, and use interim assessments. Davidson and Frohbieter found variability in teacher, principal, and district leaders’ ideas regarding the purpose and use of interim assessments which they maintain is a barrier to effective implementation. Additional barriers include the heavy emphasis on multiple choice test questions and a lack of professional development opportunities for teachers to develop their ability to use interim assessments to support teaching and learning. The authors conclude with practical recommendations to help support more effective implementation of interim assessments.
Balanced Assessment System, Multi-level Data Use