SECONDARY MATHEMATICS AND SCIENCE TEACHERS' DATA USE WITHIN AN ASSESSMENT-AS-ACCOUNTABILITY CONTEXT.
- Resource Type
- Article
- Authors
- Kenney, Rachael, ; Roegman, Rachel, ; Johns, Gary L., ; Yukiko Maeda,
- Source
- Conference Papers -- Psychology of Mathematics & Education of North America; 10/5/2017, p1246-1249, 4p
- Subject
- Secondary education
Science teachers
Classroom activities
Middle school students
Data-based decision making in education
- Language
The test-based accountability movement has had profound impact on classroom practice, particularly at the high school level where teachers' experiences may differ from elementary and middle schools where students are tested on a yearly basis. We use a multiple case study to examine how high school mathematics and science teachers use data and what challenges they face in the current accountability context. Our findings reveal unique aspects of data directly related to testbased accountability. Expectations for what mathematics looks like (subject area expertise) as well as testing schedules (state and federal policy) influence their data practices, along with district structures and norms. Individual teachers' beliefs about data and what it means to know a student also had a significant impact on their day-to-day work. [ABSTRACT FROM AUTHOR]