UVM Theses and Dissertations
Format:
Print
Author:
Dubuque, Martha L.
Dept./Program:
College of Education and Social Services
Year:
2009
Degree:
Ed. D.
Abstract:
Many children are graduating from grade 12 without the skills which employers expect. A significant gap in achievement exists between advantaged and disadvantaged groups related to socioeconomic status, class, or race. Certain subject areas demonstrate patterns of gender differences in achievement (Vermont Department of Education, 2006). Schools and communities must work together to address these realities. This study maintained that assessment, if applied appropriately and strategically, is a key component in any change effort to improve student performance. This study posited that the success, however, lies not in giving assessments but in analyzing the data and using assessment results to inform instruction. Fullan (2005), Guskey (2003), Reeves (2004)' and Wiliam (2003) lay a research base.
Reeves points out that "schools are underassessed" in terms of assessment "designed to improve teaching and learning" (p.86). Guskey concurs, noting that "we must focus on helping teachers change the way they use assessment results" (p.1 1). Wiliam describes this change as he states that "assessment becomes formative assessment when the evidence is used to adapt the teaching work to meet learning needs" (p.2). Fullan directs schools to "ensure that school staff have the capacity to use the data" and then "make adjustments with respect to what is working" (p. 93). The purpose of this study was to determine how some schools and teachers supported students who did not meet the standard on local assessments in math and reading. The research question for this study was, "What school wide procedures and classroom practices do teachers use when students do not meet the standard on local assessments?"
The study drew on qualitative research methods (Glesne, 2006) to conduct interviews and document reviews in six Vermont schools in two supervisory unions. Five were K-6 schools, and one was a K-12 school. In addition to interviewing eight fourth grade teachers, I interviewed four principals and analyzed school action plans and local assessment plans. Teachers were also asked to complete a checklist of practices as a means of documenting their approaches to supporting students not meeting state or local standards and evaluating the effectiveness of these approaches.
Results of the analysis indicated that many fourth grade teachers were using a variety of assessment tools and were implementing a variety of approaches for student support. The findings suggested that if schools institutionalized teachers' individual practices into fonnal school wide procedures, teachers would be more likely to conduct assessment more consistently and more cohesively. The study presented some recommendations: develop more structure for math assessment; build a progress monitoring schedule into local assessment plans; plan time and implement structures for teachers to analyze assessment data; include all staff working with students in collaboration, and design sustained professional development around formative assessment. This study was field-based research directed toward helping teachers and schools to develop practices and procedures that shift the importance from giving assessments to using assessments.
Reeves points out that "schools are underassessed" in terms of assessment "designed to improve teaching and learning" (p.86). Guskey concurs, noting that "we must focus on helping teachers change the way they use assessment results" (p.1 1). Wiliam describes this change as he states that "assessment becomes formative assessment when the evidence is used to adapt the teaching work to meet learning needs" (p.2). Fullan directs schools to "ensure that school staff have the capacity to use the data" and then "make adjustments with respect to what is working" (p. 93). The purpose of this study was to determine how some schools and teachers supported students who did not meet the standard on local assessments in math and reading. The research question for this study was, "What school wide procedures and classroom practices do teachers use when students do not meet the standard on local assessments?"
The study drew on qualitative research methods (Glesne, 2006) to conduct interviews and document reviews in six Vermont schools in two supervisory unions. Five were K-6 schools, and one was a K-12 school. In addition to interviewing eight fourth grade teachers, I interviewed four principals and analyzed school action plans and local assessment plans. Teachers were also asked to complete a checklist of practices as a means of documenting their approaches to supporting students not meeting state or local standards and evaluating the effectiveness of these approaches.
Results of the analysis indicated that many fourth grade teachers were using a variety of assessment tools and were implementing a variety of approaches for student support. The findings suggested that if schools institutionalized teachers' individual practices into fonnal school wide procedures, teachers would be more likely to conduct assessment more consistently and more cohesively. The study presented some recommendations: develop more structure for math assessment; build a progress monitoring schedule into local assessment plans; plan time and implement structures for teachers to analyze assessment data; include all staff working with students in collaboration, and design sustained professional development around formative assessment. This study was field-based research directed toward helping teachers and schools to develop practices and procedures that shift the importance from giving assessments to using assessments.