ABSTRACT

Test-based accountability policy in the US has resulted in increased availability and use of assessment systems to support instructional decision making. Though limited, literature to date suggests an important role for these systems as tools, mediating teacher knowledge and action. We examine system log data from NWEA’s MAP assessment to better understand how and when educators use the system, report features valued by educators, and patterns of use at the individual, school, and district levels. Findings reveal limited engagement with the system, occurring primarily around testing windows with a small subset of reports. We describe the features of those reports as well as how those features relate to use across the school year. We also find use is primarily an individualized practice, with little variability in use accounted for among schools and districts. We conclude with implications for research as well as local policy and practice.

抽象的

在美国，基于考试的责任制政策导致可用性评估系统的使用和使用增加，以支持教学决策。尽管数量有限，但迄今为止，文献表明这些系统作为工具，调解教师的知识和行动具有重要作用。我们检查来自NWEA MAP评估的系统日志数据，以更好地了解教育者如何以及何时使用该系统，报告教育者所重视的功能，以及个人，学校和地区各级的使用模式。调查结果表明，与系统的互动性有限，主要发生在带有一小部分报告的测试窗口周围。我们描述了这些报告的功能以及这些功能在整个学年中的使用情况。我们还发现使用主要是一种个性化的做法，在学校和地区之间，使用差异很小。我们以对研究以及地方政策和实践的启示作为结论。