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Using common assessments to inform s...

Baker, Nicholas John.

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Using common assessments to inform social studies instruction and professional development.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Using common assessments to inform social studies instruction and professional development./
作者:	Baker, Nicholas John.
面頁冊數:	183 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 0813.
Contained By:	Dissertation Abstracts International71-03A.
標題:	Education, Teacher Training. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3396984
ISBN:	9781109671421

Using common assessments to inform social studies instruction and professional development.
Baker, Nicholas John.

Using common assessments to inform social studies instruction and professional development. - 183 p.

Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 0813.

Thesis (D.Ed.)--University of Delaware, 2010.

This study examines the problem of inconsistent achievement in social studies on the Delaware State Testing Program (DSTP) at a high school in Delaware. Since 2002, the district began an initiative to create common assessments for all core content areas that were meant to align with the state standards. In social studies, that initiative was the development of common semester assessments in the 11th grade United States History course. This study reviews the alignment of the common assessments to both the district curriculum and state social studies standards. An analysis of disaggregated student data from the common assessments is compared to student data from the social studies DSTP to determine alignment between the two tests. Surveys of social studies teachers provided information about how the assessments inform and modify teacher instruction. Results suggested that the common assessments are aligned to the curriculum and to the social studies standards. Although the assessments can predict performance on the state test, teachers do not use the assessments to inform instruction. Recommendations include the use of formative assessments to help teachers make informed instructional decisions to increase student achievement.

ISBN: 9781109671421Subjects--Topical Terms:

783747
Education, Teacher Training.

Using common assessments to inform social studies instruction and professional development.
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520 $a This study examines the problem of inconsistent achievement in social studies on the Delaware State Testing Program (DSTP) at a high school in Delaware. Since 2002, the district began an initiative to create common assessments for all core content areas that were meant to align with the state standards. In social studies, that initiative was the development of common semester assessments in the 11th grade United States History course. This study reviews the alignment of the common assessments to both the district curriculum and state social studies standards. An analysis of disaggregated student data from the common assessments is compared to student data from the social studies DSTP to determine alignment between the two tests. Surveys of social studies teachers provided information about how the assessments inform and modify teacher instruction. Results suggested that the common assessments are aligned to the curriculum and to the social studies standards. Although the assessments can predict performance on the state test, teachers do not use the assessments to inform instruction. Recommendations include the use of formative assessments to help teachers make informed instructional decisions to increase student achievement.
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