•  
  •  
 

Keywords

assessment, policy & reform, inservice teachers, standardized testing, progress monitoring

Abstract

K-12 teachers and staff need high-quality score reports that accurately report students’ results. However, research about score reports that K-12 teachers and staff use indicates that they infrequently are given opportunities to share feedback to developers. To address this, we gathered feedback from teachers and administrators, in an explanatory sequential design of a mixed-methods study. A purpose of the study was to examine score report quality from two mathematics assessments. Two researchers surveyed in-service professionals (n = 34) about two score reports. Then, we conducted follow-up interviews (n = 6) to further unpack what school personnel find valuable and useful in score reports. Results indicated that teachers and administrators found the two score reports to be satisfactory but generally preferred one over the other. K-12 teachers and staff also expressed value in being able to perceive student growth easily across grade levels. This study illuminates the importance of providing quality introductory information on a score report for test users. Improvements for these score reports and recommendations for scholarship related to their development is offered. The present study calls upon score report developers to maintain best practices described by past research.

Download

Share

COinS