Middle Level Teachers’ Perceptions of Interim Reading Assessments: An Exploratory Study of Data-based Decision Making

Reed, Deborah K.

doi:10.1080/19404476.2015.11462119

Cited by 5Educational Assessment and ImprovementStudent Assessment and FeedbackReading and Literacy Development

Middle Level Teachers’ Perceptions of Interim Reading Assessments: An Exploratory Study of Data-based Decision Making

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Reed, Deborah K.·2015·RMLE Online

DOI 10.1080/19404476.2015.11462119

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Abstract

This study explored the data-based decision making of 12 teachers in grades 6–8 who were asked about their perceptions and use of three required interim measures of reading performance: oral reading fluency (ORF), retell, and a benchmark comprised of released state test items. Focus group participants reported they did not believe the benchmark or ORF tests accurately reflected students’ comprehension abilities. Teachers held more favorable opinions of retell but admitted improvising their use of the measure rather than following mandated implementation procedures. Participants reported that only summative state assessment scores were used to plan appropriate instruction and only for large groups. Results suggest the need for improved support for data-based decision making and the development of technically adequate interim measures with relevance to the teachers expected to use them.

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The use of ICT-based data systems to support teachers in data-driven decision-making remains limited.
“The use of information and communication technology-based data systems to support teachers in data-driven decision-making (DDDM) remains limited.”
From Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023) (2024) · cites this paper as Reed, 2015
Teachers' knowledge about data includes understanding externally administered assessment data and data systems, such as state-level assessment policies related to data use.
“Lastly, teachers’ knowledge about data includes understanding of externally administered assessment data and data system, such as state-level assessment policies related to data use (Copp, 2017; Hardy, 2019; Reed, 2015) and understanding the broader state-level contexts that impact data utilization within the school (Datnow et al., 2013; Dunn et al., 2013a; Ford, 2018; Omoso et al., 2019; Powell”
From Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021 (2024) · cites this paper as Reed, 2015

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Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021
Lee, J., Alonzo, D., Beswick, K., Abril, J. M. V., Chew, A. W., & Oo, C. Z. (2024) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-024-09435-8 · Cited by 40 · see citing works
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Alonzo, D., Quimno, V., Townend, G., & Oo, C. Z. (2024) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-024-09443-8 · Cited by 16 · see citing works
“Despite the range of research supporting the use of DDDM in increasing student outcomes, the use of data in schools remains limited (Reed, 2015; Vanlommel & Schild-kamp, 2019).”
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Alonzo, D., Teague, M., Osborne‐Crowley, K., Head, K., & Nik, E. (2025) · International Journal of Qualitative Methods · doi:10.1177/16094069251333897

Authors: Reed, D. K.
Affiliations: Florida State University (US)
Corresponding author: Reed, Deborah K.
ORCID: Reed, Deborah K.
Venue: RMLE Online
Publisher: Informa UK Limited
Published: 2015-01
Volume: 38
Issue: 6
Pages: 1-13
ISSN: 1082-5541 (ISSN-L)
1940-4476
DOI: 10.1080/19404476.2015.11462119
OpenAlex: W2164631867
Cited by: 5
References: 63
Citations by year: 2025: 2 · 2024: 2 · 2020: 1
FWCI: 0.00
Type: journal article
Language: en
Open access: bronze
doi.org
Locations: RMLE Online (publishedVersion)
Topics: Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Keywords: data-driven decision making, teacher perceptions, oral reading fluency, benchmark tests, state testing, reading comprehension, instructional planning, teacher support

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Middle Level Teachers’ Perceptions of Interim Reading Assessments: An Exploratory Study of Data-based Decision Making

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