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The Learning Conference 2003

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Presentation Details

 

An Investigation of Elementary School Teachers' Selection and Reasons for Using Preferred Assessments to Diagnose and Plan Subsequent Instruction

Diane Lapp.


A review of the literature revealed several surprising and alarming trends relevant to the state of the knowledge and skill base of teachers and teachers-in-training about reading diagnosis and planning. Therefore this study was designed to survey the types of assessments which were commonly used yearly, monthly, weekly, and daily by 100 urban elementary teachers to plan subsequent instruction. Teachers exhibited a range of teaching experience and educational preparation. Data were collected through a 15 point questionnaire which was completed by all teachers and individual interviews conducted with a random sample of 30 teachers.

Performance measures were the predominant types of measures identified by teachers which were used to inform subsequent instruction, grouping patterns, conversations with parents, and report cards. The primary use of these performance measures was to link assessment with instruction.

The results suggest that teachers are very able to select appropriate assessment measures to diagnose student’s strengths and needs, and to plan subsequent instruction.

Presenters

Diane Lapp  (United States)
Professor of Literacy Education
College of Education
San Diego State University

Diane Lapp, Professor of Reading and Language at San Diego State University, codirects and teaches literacy courses. She has authored many articles, texts, and children?s materials, including Teaching Reading to Every Child, 4th ed. and The Handbook of Research in Teaching the English Language Arts, 2nd ed. Her awards include Outstanding Teacher Educator at SDSU, Distinguished Research Lecturer, California Reading Hall of Fame, and IRA?s 1996 Outstanding Teacher Educator of the Year. Dr. Lapp is the coeditor of a major literacy journal The California Reader.

Keywords
  • Assessment
  • Instruction
  • Teacher planning
  • Evaluation
  • Diagnosis



(30 min Conference Paper, English)