Evaluative thinking and action in the classroom

Meta Nelson · Rebecca M. Eddy

9 citations0/0 files storedNew Directions for Evaluation

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Educational Assessment and Improvement Evaluation and Performance Assessment Teacher Education and Assessments

Abstract

Abstract This case study of one middle school focuses on improving teachers' skills in datadriven decision making through analysis of student work and their own professional practice. The expectation that schools will make adequate yearly progress has pushed evaluation practice down to the teacher level, where teachers are asked to analyze and disaggregate standardized test scores to facilitate instructional decision making that will lead to increased student achievement. The authors analyze this change in relation to No Child Left Behind and to the literature on evaluation capacity building within schools. © Wiley Periodicals, Inc.

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1998Understanding by Design 2002High-stakes testing, uncertainty, and student learning 2000Results: the Key to Continuous School Improvement 2004Whatever It Takes: How Professional Learning Communities Respond When Kids Don't Learn 2002High-Stakes Testing & Student Learning 1996Types of Evaluation and Types of Evaluator 1942General Statement on Evaluation 2002Toward a definition of the ECB process: A conversation with the ECB literature

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