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Investigating the Use of Assessment Data by Primary School Teachers: Insights from a Large-scale Survey in Ireland.

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Title: Investigating the Use of Assessment Data by Primary School Teachers: Insights from a Large-scale Survey in Ireland.
Authors: Pitsia, Vasiliki (AUTHOR), Karakolidis, Anastasios (AUTHOR), Lehane, Paula (AUTHOR)
Source: Educational Assessment. Jul-Sep2021, Vol. 26 Issue 3, p145-162. 18p.
Subjects: Primary school teachers, Psychology of teachers, Teacher development, Teachers, Professional education, Standardized tests
Geographic Terms: Ireland
Abstract: Evidence suggests that the quality of teachers' instructional practices can be improved when these are informed by relevant assessment data. Drawing on a sample of 1,300 primary school teachers in Ireland, this study examined the extent to which teachers use standardized test results for instructional purposes as well as the role of several factors in predicting this use. Specifically, the study analyzed data from a cross-sectional survey that gathered information about teachers' use of, experiences with, and attitudes toward assessment data from standardized tests. After taking other teacher and school characteristics into consideration, the analysis revealed that teachers with more positive attitudes toward standardized tests and those who were often engaged in some form of professional development on standardized testing tended to use assessment data to inform their teaching more frequently. Based on the findings, policy and practice implications are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Educational Assessment is the property of Taylor & Francis Ltd 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: Psychology and Behavioral Sciences Collection
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  Data: Investigating the Use of Assessment Data by Primary School Teachers: Insights from a Large-scale Survey in Ireland.
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  Data: <searchLink fieldCode="AR" term="%22Pitsia%2C+Vasiliki%22">Pitsia, Vasiliki</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Karakolidis%2C+Anastasios%22">Karakolidis, Anastasios</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lehane%2C+Paula%22">Lehane, Paula</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+Assessment%22">Educational Assessment</searchLink>. Jul-Sep2021, Vol. 26 Issue 3, p145-162. 18p.
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  Data: <searchLink fieldCode="DE" term="%22Primary+school+teachers%22">Primary school teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+tests%22">Standardized tests</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ireland%22">Ireland</searchLink>
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  Data: Evidence suggests that the quality of teachers' instructional practices can be improved when these are informed by relevant assessment data. Drawing on a sample of 1,300 primary school teachers in Ireland, this study examined the extent to which teachers use standardized test results for instructional purposes as well as the role of several factors in predicting this use. Specifically, the study analyzed data from a cross-sectional survey that gathered information about teachers' use of, experiences with, and attitudes toward assessment data from standardized tests. After taking other teacher and school characteristics into consideration, the analysis revealed that teachers with more positive attitudes toward standardized tests and those who were often engaged in some form of professional development on standardized testing tended to use assessment data to inform their teaching more frequently. Based on the findings, policy and practice implications are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Assessment is the property of Taylor & Francis Ltd 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.)
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        Value: 10.1080/10627197.2021.1917358
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Psychology of teachers
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      – SubjectFull: Teacher development
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      – SubjectFull: Teachers
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      – SubjectFull: Standardized tests
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      – SubjectFull: Ireland
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            – D: 01
              M: 07
              Text: Jul-Sep2021
              Type: published
              Y: 2021
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