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Evaluative thinking and action in the classroom
Author(s) -
Nelson Meta,
Eddy Rebecca M.
Publication year - 2008
Publication title -
new directions for evaluation
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.374
H-Index - 40
eISSN - 1534-875X
pISSN - 1097-6736
DOI - 10.1002/ev.250
Subject(s) - action (physics) , psychology , student achievement , test (biology) , work (physics) , mathematics education , relation (database) , standardized test , academic achievement , pedagogy , medical education , computer science , mechanical engineering , paleontology , medicine , physics , quantum mechanics , database , engineering , biology
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.