Research and Readings
Ask yourself the big questions
Brown, M. and Hayes, H. (2001, November). "Professional Reading Circles: Towards a Collaborative Model for Lifelong Learning". ulti Base Articles
Brown and Hayes present the results of research into the use of professional reading circles with a group of beginning teachers. The model they used seemed to foster collaborative, reflective learning and to empower the teachers to take greater ownership of their learning.
Connections, diversity, coherence: Three vignettes exploring learning with iPads in primary schools
Ellen, B., Mandinach, (2012). A Perfect Time for Data Use: Using Data-Driven Decision Making to Inform Practice. Educational Psychologist, 47,(2), 71-85.
ERO (2007) published three reports on schools’ effectiveness in the collection and use of assessment:
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“The Collection and Use of Assessment Information in Schools”
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“The Collection and Use of Assessment Information in Schools: Good Practice in Primary Schools”
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“The Collection and Use of Assessment Information in Schools: Good Practice in Secondary Schools”.
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http://www.ero.govt.nz/National-Reports/Raising-achievement-in-secondary-schools-June-2014/National-Report-Summary-Raising-achievement-in-secondary-schools
Leading inquiry at a teacher level: it’s all about mentorship
Ministry of Education has a number of websites that provide information about how to gather and analyse student data and use it to plan for student and teacher learning. They are valuable resources for ISTEs when building schools’ capacity for evidence-based practice. The websites include:
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ARCT are compiled by the New Zealand Council for Educational Research. They include the Assessment Resource Banks (ARBs) and over 3500 assessment resources in mathematics, science, and English.
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Consider the Evidence:
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Consider the Evidence is designed to assist secondary schools with using evidence to make decisions that will help improve student achievement. It can be applied in all curriculum learning areas and school processes.
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The Educational Leaders website provides information, tools, and links that support school leadership, governance, and management. It includes a section intended to help leaders to use evidence in their decision making.
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TKI’s assessment community has information about all aspects of assessment. This includes a considerable body of research and readings, online workshops, and new assessment tools and resources. For example, it provides links to asTTle (Assessment Tools for Teaching and Learning) and NEMP (National Education Monitoring Project).
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The assessment tool selector is a resource for teachers and schools to help them select the most appropriate assessment tool to suit their particular purpose.
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The Numeracy Project Assessment is a diagnostic tool designed to provide information about the knowledge and mental strategies of students. It takes the form of an individual interview with students.
Schneider, C ., & Gowan, P. (2013) Investigating Teachers’ Skills in Interpreting Evidence of Student Learning. Applied Measurement in Education 26(3), 191-204.
Schildkamp, K., Lai, M. K., & Earl, L. (2012). Data-based decision making in education: Challenges and opportunities. New York: Springer.
Teacher Appraisal: Missed Opportunities for Learning
Lai, Mei; McNaughton, Stuart; Hsiao, Selena; Mose, Karen; Hall, Alison; Knight, Nicky and Gray, Colleen. Sustaining Improvements in Student Achievement, 'Myth or Reality?' [online]. Set: Research Information for Teachers, No. 1, 2010: 10-17. ISSN: 0110-6376. [cited 11 Aug 14].
Timperley, H., & ebrary, I. (2011). Realizing the power of professional learning. Maidenhead: McGraw-Hill.
Timperley, H. and Parr, J. (2004). Using Evidence in Teaching Practice: Implications for Professional Learning. Auckland: Hodder Moa Beckett.
Chapters 3 and 4 of this valuable practical guide discuss the selection and use of normed assessment tools.
