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Cited by 176Educational Assessment and ImprovementStudent Assessment and FeedbackTeacher Education and Assessments

The DOI matches its Crossref record; 62 of the 63 references it cites were found in a registry or an index.

Teachers’ Use of Assessment Data to Inform Instruction: Lessons from the past and Prospects for the Future

Datnow, Amanda, Hubbard, Lea·2015·Teachers College Record: The Voice of Scholarship in Education
DOI 10.1177/016146811511700408
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Abstract

Background: Data use has been promoted as a panacea for instructional improvement. However, the field lacks a detailed understanding of how teachers actually use assessment data to inform instruction and the factors that shape this process. Purpose: This article provides a review of literature on teachers’ use of assessment data to inform instruction. We draw primarily on empirical studies of data use that have been published in the past decade, most of which have been conducted as data-driven decision making came into more widespread use. The article reviews research on the types of assessment data teachers use to inform instruction, how teachers analyze data, and how their instruction is impacted. Research Design: Review of research. Findings: In the current accountability context, benchmark assessment data predominate in teachers’ work with data. Although teachers are often asked to analyze data in a consistent way, agendas for data use, the nature of the assessments, and teacher beliefs all come into play, leading to variability in how they use data. Instructional changes on the basis of data often focus on struggling students, raising some equity concerns. The general absence of professional development has hampered teachers’ efforts to use data, as well as their confidence in doing so. Conclusions: Given that interim benchmark assessment data predominate in teachers’ work with data, we need to think more deeply about the content of those assessments, as well as how we can create conditions for teachers to use assessment to inform instruction. This review of research underscores the need for further research in this area, as well teacher professional development on how to translate assessment data into information that can inform instructional planning.

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Crossref · 10.1177/016146811511700408

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62 of 62 references verified0 citation errors · 0 not checkable

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Citations

Cites

Research works printed but not linked: 11

  1. Bennett R. E. (2011). Formative assessment: A critical review. Assessment in education: Principles, Policy, and Practice, 18(1), 5–25.
  2. Bernhardt V. (1998). Multiple measures. Invited Monograph No. 4. Oroville: California Association for Supervision and Curriculum Development.
  3. Datnow A., & Park V. (2014). Data-driven leadership. San Francisco, CA: Jossey-Bass.
  4. Davidson K. L., & Frohbieter G. (2011). District adoption and implementation of interim and benchmark assessments (Report No. 806). Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
  5. Hamilton L., Halverson R., Jackson S. S., Mandinach E., Supovitz J., & Wayman J. (2009). IES Practice Guide: Using student achievement data to support instructional decision making(NCEE 2009-4067). Washington, DC: National Center for Education Evaluation and Regional Assistance.
  6. Heppen J., Jones W., Faria A., Sawyer K., Lewis S., Horwitz A. & Casserly M. (2012). Using data to improve instruction in the Great City Schools: Documenting current practice. Washington, DC: American Institutes for Research and The Council of Great City Schools.
  7. Kennedy M. M. (2011). Data use by teachers: Productive improvement or panacea? (Working Paper No. 19). East Lansing: Education Policy Center at Michigan State University.
  8. Levin B., Datnow A., & Carrier N. (2012). Changing school district practices. Boston, MA: Jobs for the Future. Retrieved from http://www.studentsatthecenter.org/papers/changing-school-district-practices
  9. 10.1177/016146811511700404 · DOI
  10. Moriarty T. (2013). Data-driven decision-making: Teachers' use of data in the classroom (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3571708)
  11. Shepard L., Davidson K., & Bowman R. (2011). How middle school mathematics teachers use interim and benchmark assessment data(CSE Technical Report). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST)

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Metadata

Authors
Datnow, A., & Hubbard, L.
Affiliations
University of California San Diego (US)
ORCID
Datnow, Amanda
Venue
Teachers College Record: The Voice of Scholarship in Education
Publisher
SAGE Publications
Published
2015-04
Volume
117
Issue
4
Pages
1-26
ISSN
  • 0040-0475 (ISSN-L)
  • 0161-4681
  • 1467-9620
DOI
10.1177/016146811511700408
OpenAlex
W2420929498
Semantic Scholar
e9d79828445c936b922386500f6442f9496e5478
Cited by
176
References
63
Citations by year
2026: 9 · 2025: 12 · 2024: 7 · 2023: 13 · 2022: 16 · 2021: 19 · 2020: 27 · 2019: 26 · 2018: 10 · 2017: 15 · 2016: 15 · 2015: 6
FWCI
30.78
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Teachers College Record The Voice of Scholarship in Education (publishedVersion)
Topics
  • Social Sciences › Education › Educational Assessment and Improvement
  • Social Sciences › Education › Student Assessment and Feedback
  • Social Sciences › Education › Teacher Education and Assessments
Keywords
assessment data use, data-driven decision making, benchmark assessment, interim assessment, teacher beliefs, teacher professional development, educational accountability, instructional change, educational equity, struggling students, instructional planning

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