Use of data to inform practice in elementary school classrooms

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Publication Type dissertation
School or College College of Education
Department Educational Leadership & Policy
Author Bramble, Joan Giroux
Title Use of data to inform practice in elementary school classrooms
Date 2015-12
Description The purpose of this study was to examine the influence of data use on student achievement. Two research questions were considered: is the use of formative assessment tools (Yearly Progress Pro and Acuity) correlated to student achievement outcomes and are there factors (access to computers, a teacher's level of experience, or school level leadership) that explain greater use of formative assessment tools? To answer these questions, a series of hierarchical linear models were used that allowed for factors to be considered at the teacher and school level. While greater use of both formative assessment tools had a positive effect on student achievement for teachers, there was a statistically significant positive effect when Yearly Progress Pro was used more frequently. When considering factors that influence the use of data, teacher experience and access to computers were not found to be statistically significant influences. However, school-level leadership supporting collaboration had a statistically significant positive influence on the frequency of data use. Greater use of formative assessment tools is positively correlated to student achievement; however, further research is required to develop any causal relationship. Additionally, more specific research looking at the effectiveness of various forms of formative assessment in addition to how these assessments are actually utilized by teachers to inform their classroom practice would be beneficial. School-level leadership is also an important component to encourage greater use of formative assessment data, particularly when teacher collaboration around data use is supported by building principals.
Type Text
Publisher University of Utah
Subject Data use; Decision making; Student Achievement
Dissertation Institution University of Utah
Dissertation Name Doctor of Philosophy
Language eng
Rights Management Copyright © Joan Giroux Bramble 2015
Format Medium application/pdf
Format Extent 27,257 bytes
Identifier etd3/id/4047
ARK ark:/87278/s6671nhr
Setname ir_etd
Date Created 2016-08-03
Date Modified 2017-05-23
ID 197597
Reference URL https://collections.lib.utah.edu/ark:/87278/s6671nhr
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