ABSTRACT

The current emphasis on data-based decision-making ties discussions of accountability, school improvement and educational reform to the notion that gathering and using evidence addresses questions of rigor in our schools and classrooms. The purpose of this research was to survey secondary (middle and high school) general educators (n = 126) to determine which assessments and tools they used most frequently and the types of classroom and student-specific instructional decisions they made from those assessments, particularly for students with disabilities. In addition, comparisons were made to determine if responses differed for general educators engaged in co-teaching. Results indicated that assessments used most frequently were teacher-created tests, entrance/exit slips and questioning techniques. Teachers reported using those assessments and tools for checking for understanding and verifying whether students were retaining the material. Further, those who engaged in co-teaching reported feeling more effective in using data to design and individualize instruction and make adaptations for students with disabilities.

摘要

当前对基于数据的决策的强调将问责制、学校改进和教育改革的讨论与收集和使用证据解决我们学校和课堂中的严格问题的概念联系起来。本研究的目的是调查中学（初中和高中）普通教育工作者（n = 126），以确定他们最常使用的评估和工具，以及他们从这些评估中做出的课堂和学生特定教学决策的类型，特别是为残疾学生。此外，还进行了比较以确定参与联合教学的普通教育工作者的反应是否不同。结果表明，最常用的评估是教师创建的测试、入口/出口单和提问技巧。教师报告使用这些评估和工具来检查理解和验证学生是否保留了材料。此外，那些参与联合教学的人报告说，他们在使用数据来设计和个性化教学以及为残疾学生进行调整方面感觉更有效。