This lack of knowledge can, in some instances, be traced to the foundational
preparation teachers receive. A 2012 study by the nonpartisan National Council
for Teacher Quality examined 180 schools of education to determine the extent
to which they teach the skills associated with using test data to improve student
learning. The results suggest a lack of preparedness in three areas: (1) only 21%
of programs were found to be adequate in “assessment literacy,” or familiarity
with the terms associated with different tests; (2) only 2% adequately taught
“instructional decision-making,” or deriving instructional guidance from test data;
and (3) less than 1% of programs adequately addressed “analytical skills”—which
covers how to dissect, describe and display assessment data “ (Greenberg &
Walsh, 2012).
This lack of knowledge can, in some instances, be traced to the foundationalpreparation teachers receive. A 2012 study by the nonpartisan National Councilfor Teacher Quality examined 180 schools of education to determine the extentto which they teach the skills associated with using test data to improve studentlearning. The results suggest a lack of preparedness in three areas: (1) only 21%of programs were found to be adequate in “assessment literacy,” or familiaritywith the terms associated with different tests; (2) only 2% adequately taught“instructional decision-making,” or deriving instructional guidance from test data;and (3) less than 1% of programs adequately addressed “analytical skills”—whichcovers how to dissect, describe and display assessment data “ (Greenberg &Walsh, 2012).
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