Citations (76)
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Janke M. Faber, Remco Feskens & Adrie J. Visscher. (2023) A best-evidence meta-analysis of the effects of digital monitoring tools for teachers on student achievement. School Effectiveness and School Improvement 34:2, pages 169-188.
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Austin S. Jennings. (2023) Uncovering Preservice Teachers’ Conceptions of Achievement and Accountability: Evidence from a Framed Field Experiment. Action in Teacher Education 45:1, pages 37-51.
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Austin S. Jennings. (2022) Preferences, Substitutes, and Complements: Mapping the Relationship between Data Sources within Teachers’ Instructional Practice. Educational Assessment 27:4, pages 322-338.
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Chad M. Gotch & Mary Roduta Roberts. (2022) Developing Test Performance Communication Solutions in a Teacher-Researcher Partnership. Educational Assessment 27:3, pages 247-268.
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Vasiliki Pitsia, Anastasios Karakolidis & Paula Lehane. (2021) Investigating the Use of Assessment Data by Primary School Teachers: Insights from a Large-scale Survey in Ireland. Educational Assessment 26:3, pages 145-162.
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Elizabeth N. Farley-Ripple, Austin Jennings & Amanda B. Jennings. (2021) Tools of the trade: a look at educators’ use of assessment systems. School Effectiveness and School Improvement 32:1, pages 96-117.
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Christine J. Lyon, Leslie Nabors Oláh & Meghan Brenneman. (2020) A Formative Assessment Observation Protocol to Measure Implementation: Evaluating the Scoring Inference. Educational Assessment 25:4, pages 288-313.
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Marie Lockton, Hayley Weddle & Amanda Datnow. (2020) When data don’t drive: teacher agency in data use efforts in low-performing schools. School Effectiveness and School Improvement 31:2, pages 243-265.
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Christine J. Lyon, Leslie Nabors Oláh & E. Caroline Wylie. (2019) Working toward integrated practice: Understanding the interaction among formative assessment strategies. The Journal of Educational Research 112:3, pages 301-314.
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Katherine A. Reynolds, Jessica H. Triant & Todd D. Reeves. (2019) Patterns in how pre-service elementary teachers formulate evidence-based claims about student cognition. Journal of Education for Teaching 45:2, pages 140-154.
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John Wachen, Christopher Harrison & Lora Cohen-Vogel. (2018) Data Use as Instructional Reform: Exploring Educators’ Reports of Classroom Practice. Leadership and Policy in Schools 17:2, pages 296-325.
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Jason C. Immekus & Ben Atitya. (2016) The Predictive Validity of Interim Assessment Scores Based on the Full-Information Bifactor Model for the Prediction of End-of-Grade Test Performance. Educational Assessment 21:3, pages 176-195.
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Jennifer L. Kobrin. (2016) Learning progressions in action in a middle school: a case study. Professional Development in Education 42:1, pages 171-173.
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Jo Beth Jimerson, Marnie R. Choate & Laurel K. Dietz. (2015) Supporting Data-Informed Practice Among Early Career Teachers: The Role of Mentors. Leadership and Policy in Schools 14:2, pages 204-232.
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Becky M. Atkinson. (2015) Teachers’ practices: responding to governmentality in accountability testing policy. International Journal of Leadership in Education 18:1, pages 34-60.
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E. Caroline Wylie & Christine J. Lyon. (2015) The fidelity of formative assessment implementation: issues of breadth and quality. Assessment in Education: Principles, Policy & Practice 22:1, pages 140-160.
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Deborah K. Reed. (2015) Middle Level Teachers’ Perceptions of Interim Reading Assessments: An Exploratory Study of Data-based Decision Making. RMLE Online 38:6, pages 1-13.
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LauncelotI. Brown, Laurette Bristol, Joyanne De Four-Babb & DennisA. Conrad. (2014) National Tests and Diagnostic Feedback: What Say Teachers in Trinidad and Tobago?. The Journal of Educational Research 107:3, pages 241-251.
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Nancy
R. Hoover & Lisa
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Christopher DeLuca, Teresa Chavez & Chunhua Cao. (2013) Establishing a foundation for valid teacher judgement on student learning: the role of pre-service assessment education. Assessment in Education: Principles, Policy & Practice 20:1, pages 107-126.
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Shelby Cosner. (2012) Leading the Ongoing Development of Collaborative Data Practices: Advancing a Schema for Diagnosis and Intervention. Leadership and Policy in Schools 11:1, pages 26-65.
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Matthew Riggan & Leslie
Nabors Oláh. (2011) Locating Interim Assessments Within Teachers' Assessment Practice. Educational Assessment 16:1, pages 1-14.
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LorrieA. Shepard. (2010) What the Marketplace Has Brought Us: Item-by-Item Teaching With Little Instructional Insight. Peabody Journal of Education 85:2, pages 246-257.
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KatrinaE. Bulkley, Jolley
Bruce Christman, MargaretE. Goertz & NancyR. Lawrence. (2010) Building With Benchmarks: The Role of the District in Philadelphia's Benchmark Assessment System. Peabody Journal of Education 85:2, pages 186-204.
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Paul Goren. (2010) Interim Assessments as a Strategy for Improvement: Easier Said Than Done. Peabody Journal of Education 85:2, pages 125-129.
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KatrinaE. Bulkley, Leslie
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Divya Varier, Marvin G. Powell, Stephanie Dodman, Samantha T. Ives, Elizabeth DeMulder & Jenice L. View. Use and Usefulness of Assessments to Inform Instruction: Developing a K-12 Classroom Teacher Assessment Practice Measure. Educational Assessment 0:0, pages 1-22.
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Denis Dennehy, Kieran Conboy & Jaganath Babu. (2021) Adopting Learning Analytics to Inform Postgraduate Curriculum Design: Recommendations and Research Agenda. Information Systems Frontiers 25:4, pages 1315-1331.
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Amanda Datnow & Vicki Park. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Lisa M. Abrams, Divya Varier & Tareque Mehdi. (2021) The intersection of school context and teachers’ data use practice: Implications for an integrated approach to capacity building. Studies in Educational Evaluation 69, pages 100868.
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Ellen B. Mandinach & Kim Schildkamp. (2021) Misconceptions about data-based decision making in education: An exploration of the literature. Studies in Educational Evaluation 69, pages 100842.
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Gunilla Näsström, Catarina Andersson, Carina Granberg, Torulf Palm & Björn Palmberg. (2021) Changes in Student Motivation and Teacher Decision Making When Implementing a Formative Assessment Practice. Frontiers in Education 6.
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Peter Dewitz & Michael F. Graves. (2021) The Science of Reading: Four Forces That Modified, Distorted, or Ignored the Research Finding on Reading Comprehension. Reading Research Quarterly 56:S1.
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André Villeneuve & Yamina Bouchamma. (2021) Planned organizational change in a professional learning community: implementation and experimentation of a practice-driven decision-making process using local multisource data. SN Social Sciences 1:4.
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Austin S. Jennings & Amanda Jennings. (2020) Comprehensive and Superficial Data Users: A Convergent Mixed Methods Study of Teachers’ Practice of Interim Assessment Data Use. Teachers College Record: The Voice of Scholarship in Education 122:12, pages 1-46.
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Jana Grabarek & Leanne M. Kallemeyn. (2020) Does Teacher Data Use Lead to Improved Student Achievement? A Review of the Empirical Evidence. Teachers College Record: The Voice of Scholarship in Education 122:12, pages 1-42.
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Daniella Molle. (2020) Teacher Data Analysis and Assets-Based Discourses about Multilingual Youth: Exploration of Relationships. Teachers College Record: The Voice of Scholarship in Education 122:11, pages 1-42.
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Denis Dennehy, Kieran Conboy, Jaganath Babu, Johannes Schneider, Joshua Handali, Jan vom Brocke, Benedikt Hoffmeister & Armin Stein. 2020. Re-imagining Diffusion and Adoption of Information Technology and Systems: A Continuing Conversation. Re-imagining Diffusion and Adoption of Information Technology and Systems: A Continuing Conversation
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Elizabeth N. Farley-Ripple, Austin S. Jennings & Joan Buttram. (2019) Toward a Framework for Classifying Teachers’ Use of Assessment Data. AERA Open 5:4, pages 233285841988357.
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Todd D. Reeves & Jui-Ling Chiang. (2019) Effects of an asynchronous online data literacy intervention on pre-service and in-service educators’ beliefs, self-efficacy, and practices. Computers & Education 136, pages 13-33.
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Kristin Vanlommel & Kim Schildkamp. (2018) How Do Teachers Make Sense of Data in the Context of High-Stakes Decision Making?. American Educational Research Journal 56:3, pages 792-821.
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Tracey McDonald & Douglas Shaw. (2018) Benchmarking life quality support interventions in long‐term care using the Long‐Term Care Quality of Life scale. Nursing & Health Sciences 21:2, pages 239-244.
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Alice Huguet, Caitlin C. Farrell & Julie A. Marsh. (2017) Light touch, heavy hand: principals and data-use PLCs. Journal of Educational Administration 55:4, pages 376-389.
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Marieke van Geel, Trynke Keuning, Adrie Visscher & Jean-Paul Fox. (2017) Changes in educators' data literacy during a data-based decision making intervention. Teaching and Teacher Education 64, pages 187-198.
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Vicki Park & Amanda Datnow. (2017) Ability Grouping and Differentiated Instruction in an Era of Data-Driven Decision Making. American Journal of Education 123:2, pages 281-306.
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Spyros Konstantopoulos, Wei Li, Shazia R Miller & Arie van der Ploeg. (2017) The effect of interim assessments on the achievement gap in grades K-8: Evidence from the U.S.. International Journal of Educational Research 83, pages 160-180.
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Jolley Bruce Christman, Caroline B. Ebby & Kimberly A. Edmunds. (2016) Data Use Practices for Improved Mathematics Teaching and Learning: The Importance of Productive Dissonance and Recurring Feedback Cycles. Teachers College Record: The Voice of Scholarship in Education 118:11, pages 1-32.
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Caitlin C. Farrell & Julie A. Marsh. (2016) Contributing conditions: A qualitative comparative analysis of teachers’ instructional responses to data. Teaching and Teacher Education 60, pages 398-412.
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Michelle D. Van Lare. (2016) “Obviously, That Worked”. Journal of School Leadership 26:5, pages 756-782.
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Julie A. Marsh, Melanie Bertrand & Alice Huguet. (2015) Using Data to Alter Instructional Practice: The Mediating Role of Coaches and Professional Learning Communities. Teachers College Record: The Voice of Scholarship in Education 117:4, pages 1-40.
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