Abstract
The purpose of this study was to understand the use of interim assessment data to inform mathematics instruction. A qualitative case study methodology was used to analyze the use of interim assessment data in a suburban elementary school. Data sources included interviews with three teachers at varying levels of their profession and the principal; observations of teachers working with assessment data in teams or as part of a professional development setting; artifacts representing interim assessments, supporting materials, and analysis results. The study explored the type of culture that was developed around data use, the types of assessments that were used, how the data were analyzed, and teachers’ use of the data as a means to inform their instruction. The results from this research will inform the work of teachers and administrators as they design systems to support students’ learning.
Highlights
In the United States, many students in public schools in grades 3-8 take an assessment in Mathematics at the end of the year to determine their proficiency across the content area
In New York state the standardized assessment is aligned to the Common Core State Standards and is a combination of multiple choice and open response questions
The use of common interim assessments is becoming more prevalent as schools search for ways to assess student progress prior to annual state standardized test and the findings of this case study align well to the literature regarding aspects of interim assessments that should be considered (Herman, 2017). While this was a small scale case study done over the course of one year, this study illustrated how one school implemented a new system to foster a deeper look at mathematics instruction and learning
Summary
In the United States, many students in public schools in grades 3-8 (ages 8-13) take an assessment in Mathematics at the end of the year to determine their proficiency across the content area. While the test has questions aligned to different content domains (Number and Operations in Base Ten, Number and Operations – Fractions, Operations and Algebraic Thinking, Geometry, and Measurement and Data), the teachers are not able to see the actual student results at the item level. Both teachers and parents receive summary reports aligned to the specific domains and students are classified holistically as Below Proficient, Partially Proficient, Proficient, and Above Proficient. Whether purchased or developed locally, the interim assessment is typically administered 3 times a year to provide a baseline, a midyear check point, and an end of year data point
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