Interpreting Reports From Universal Screeners: Roadblocks, Solutions, and Implications for Designing Score Reports
Many teachers struggle with interpreting formative assessment data. As a result, they are often unable to modify instruction that is responsive to student performance. To support valid interpretations and uses of assessments, test developers need to better understand teachers' ability to read a...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2019-11-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/feduc.2019.00108/full |
| _version_ | 1811196441915293696 |
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| author | Pooja Shivraj Leanne R. Ketterlin-Geller |
| author_facet | Pooja Shivraj Leanne R. Ketterlin-Geller |
| author_sort | Pooja Shivraj |
| collection | DOAJ |
| description | Many teachers struggle with interpreting formative assessment data. As a result, they are often unable to modify instruction that is responsive to student performance. To support valid interpretations and uses of assessments, test developers need to better understand teachers' ability to read and interpret score reports, their perception of the information that is being conveyed, and how they use the information to change instruction. The purpose of this manuscript is to report on a series of focus groups examining (a) how teachers interact with various score report features and (b) how these features support or hinder their ability to interpret and analyze formative assessment data. Results provide insights into the design of score reports that may facilitate teachers' ability to interpret and analyze data. Solutions to the roadblocks teachers encountered are proposed and generalized examples of how score reports can be designed to facilitate teachers' interpretations are provided. Findings from this study may help test developers anticipate challenges the intended audience could face when interpreting assessment results on score reports, and subsequently improve the quality of score reports to enhance teachers' interpretations and decision-making at the classroom level. |
| first_indexed | 2024-04-12T00:57:52Z |
| format | Article |
| id | doaj.art-5b2282257f634457b70ee36b01cd2197 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-12T00:57:52Z |
| publishDate | 2019-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-5b2282257f634457b70ee36b01cd21972022-12-22T03:54:33ZengFrontiers Media S.A.Frontiers in Education2504-284X2019-11-01410.3389/feduc.2019.00108474796Interpreting Reports From Universal Screeners: Roadblocks, Solutions, and Implications for Designing Score ReportsPooja Shivraj0Leanne R. Ketterlin-Geller1American Board of Obstetrics and Gynecology, Dallas, TX, United StatesResearch in Mathematics Education Unit, Southern Methodist University, Dallas, TX, United StatesMany teachers struggle with interpreting formative assessment data. As a result, they are often unable to modify instruction that is responsive to student performance. To support valid interpretations and uses of assessments, test developers need to better understand teachers' ability to read and interpret score reports, their perception of the information that is being conveyed, and how they use the information to change instruction. The purpose of this manuscript is to report on a series of focus groups examining (a) how teachers interact with various score report features and (b) how these features support or hinder their ability to interpret and analyze formative assessment data. Results provide insights into the design of score reports that may facilitate teachers' ability to interpret and analyze data. Solutions to the roadblocks teachers encountered are proposed and generalized examples of how score reports can be designed to facilitate teachers' interpretations are provided. Findings from this study may help test developers anticipate challenges the intended audience could face when interpreting assessment results on score reports, and subsequently improve the quality of score reports to enhance teachers' interpretations and decision-making at the classroom level.https://www.frontiersin.org/article/10.3389/feduc.2019.00108/fullformative assessmentuniversal screening and progress monitoringdata interpretationscore report interpretationscore reports |
| spellingShingle | Pooja Shivraj Leanne R. Ketterlin-Geller Interpreting Reports From Universal Screeners: Roadblocks, Solutions, and Implications for Designing Score Reports Frontiers in Education formative assessment universal screening and progress monitoring data interpretation score report interpretation score reports |
| title | Interpreting Reports From Universal Screeners: Roadblocks, Solutions, and Implications for Designing Score Reports |
| title_full | Interpreting Reports From Universal Screeners: Roadblocks, Solutions, and Implications for Designing Score Reports |
| title_fullStr | Interpreting Reports From Universal Screeners: Roadblocks, Solutions, and Implications for Designing Score Reports |
| title_full_unstemmed | Interpreting Reports From Universal Screeners: Roadblocks, Solutions, and Implications for Designing Score Reports |
| title_short | Interpreting Reports From Universal Screeners: Roadblocks, Solutions, and Implications for Designing Score Reports |
| title_sort | interpreting reports from universal screeners roadblocks solutions and implications for designing score reports |
| topic | formative assessment universal screening and progress monitoring data interpretation score report interpretation score reports |
| url | https://www.frontiersin.org/article/10.3389/feduc.2019.00108/full |
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