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Assessment Practices in Schools Serving American Indian and Alaska Native Students.

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Title: Assessment Practices in Schools Serving American Indian and Alaska Native Students.
Authors: TRUMBULL, ELISE, SEXTON, URSULA, NELSON-BARBER, SHARON, JOHNSON, ZANETTE
Source: Journal of American Indian Education. Fall2015, Vol. 54 Issue 3, p5-30. 26p.
Subject Terms: *Academic achievement, *Native American students, *Alaska Native students, *Effective teaching
Geographic Terms: United States
Company/Entity: National Assessment of Educational Progress (Project)
Abstract: The research reported in this article is part of a larger study designed to identify teacher- and student- level factors and conditions associated with American Indian and Alaska Native (AI/AN) student achievement on the National Assessment of Education Progress (NAEP) annual mathematics assessment and as reflected in the associated survey data gathered through the National Indian Education Study (NIES) on American Indians and Alaska Natives, their teachers, and their schools. We conducted statistical analyses of 2007 NAEP data in Phase I, and in Phase II we analyzed extensive qualitative data collected in 10 schools in Alaska, New Mexico, and Arizona. We focus on data from administrator interviews and teacher focus groups to identify the formative assessment strategies these educators believe to be eff ective with AI/AN students. Our findings identify formative assessment strategies that may help improve teacher instructional practices and impact school policy related to AI/AN student math learning; the data suggest that not all strategies will be effective across communities, due to complex contextual factors. [ABSTRACT FROM AUTHOR]
Copyright of Journal of American Indian Education is the property of Arizona State University, Center for Indian Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
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PubType: Academic Journal
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  Data: Assessment Practices in Schools Serving American Indian and Alaska Native Students.
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  Data: <searchLink fieldCode="AR" term="%22TRUMBULL%2C+ELISE%22">TRUMBULL, ELISE</searchLink><br /><searchLink fieldCode="AR" term="%22SEXTON%2C+URSULA%22">SEXTON, URSULA</searchLink><br /><searchLink fieldCode="AR" term="%22NELSON-BARBER%2C+SHARON%22">NELSON-BARBER, SHARON</searchLink><br /><searchLink fieldCode="AR" term="%22JOHNSON%2C+ZANETTE%22">JOHNSON, ZANETTE</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+American+Indian+Education%22">Journal of American Indian Education</searchLink>. Fall2015, Vol. 54 Issue 3, p5-30. 26p.
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  Data: *<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Native+American+students%22">Native American students</searchLink><br />*<searchLink fieldCode="DE" term="%22Alaska+Native+students%22">Alaska Native students</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink>
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  Data: The research reported in this article is part of a larger study designed to identify teacher- and student- level factors and conditions associated with American Indian and Alaska Native (AI/AN) student achievement on the National Assessment of Education Progress (NAEP) annual mathematics assessment and as reflected in the associated survey data gathered through the National Indian Education Study (NIES) on American Indians and Alaska Natives, their teachers, and their schools. We conducted statistical analyses of 2007 NAEP data in Phase I, and in Phase II we analyzed extensive qualitative data collected in 10 schools in Alaska, New Mexico, and Arizona. We focus on data from administrator interviews and teacher focus groups to identify the formative assessment strategies these educators believe to be eff ective with AI/AN students. Our findings identify formative assessment strategies that may help improve teacher instructional practices and impact school policy related to AI/AN student math learning; the data suggest that not all strategies will be effective across communities, due to complex contextual factors. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of American Indian Education is the property of Arizona State University, Center for Indian Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=110927127
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1353/jaie.2015.a835506
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      – Code: eng
        Text: English
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        PageCount: 26
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      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Native American students
        Type: general
      – SubjectFull: Alaska Native students
        Type: general
      – SubjectFull: Effective teaching
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      – SubjectFull: United States
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      – SubjectFull: National Assessment of Educational Progress (Project)
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            NameFull: NELSON-BARBER, SHARON
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              Text: Fall2015
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