[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590851-105":59,"doc-detail-590851-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","toward-a-framework-for-classifying-teachers-use-of-assessment-data","Toward a Framework for Classifying Teachers’ Use of Assessment Data","","The article addresses persistent challenges in teachers’ use of assessment data for instructional purposes, noting that research findings and descriptions of teacher actions remain inconsistent. It introduces a multistage, mixed-methods framework developed to classify teachers’ instructional responses to data. Quantitative and qualitative evidence from educators across five districts and twenty schools evaluates the framework’s utility. The study closes by outlining potential applications for research and day-to-day educational practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/toward-a-framework-for-classifying-teachers-use-of-assessment-data/590851/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/toward-a-framework-for-classifying-teachers-use-of-assessment-data/590851.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is teachers’ use of assessment data for instruction challenging and inconsistent?","Question",{"text":112,"@type":113},"The article explains that teachers’ use is difficult to enact consistently and that prior literature describes instructional actions in uneven and diffuse ways, making research and practice harder to align.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What framework does the study develop and evaluate?",{"text":117,"@type":113},"The study develops a classification framework for teachers’ instructional responses to assessment data, then evaluates its utility using both quantitative and qualitative data across multiple districts and schools.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article position its research method and overall purpose?",{"text":121,"@type":113},"It presents a multistage, mixed-methods approach aimed at clarifying how teachers organize, analyze, and apply interim assessment data to student learning and instructional decisions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590851,1792901022,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","AERA Open  \nOctober-December 2019, Vol. 5, No. 4, pp. 1–18 DOI: 10. 1177/2332858419883571  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2019. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nToward a Framework for Classifying Teachers’ Use of Assessment Data  \nElizabeth N. Farley-Ripple  \nAustin S. Jennings  \nJoan Buttram  \nUniversity of Delaware  \nResearch consistently has found teachers’use of assessment data for instructional purposes challenging and inconsistent. To support teachers’use of data, we need to develop shared knowledge about how data are and can be used to advance teaching and learning. However, the literature on the specific actions teachers take is inconsistent, creating challenges for both research and practice. As part of a larger project examining data use in instructional decision making, we developed a framework to classify teachers’ instructional responses to data. Then, we used quantitative and qualitative data from educators across 5 districts and 20 schools to evaluate the utility of the framework. This article documents the process and outcomes of our multistage, mixed-methods approach to these tasks. We conclude with the potential uses of this framework for research and practice.  \nKeywords: data use, assessment data, instructional decision making  \nThe use of assessment data to inform instruction (often referred to as assessment for learning) has become amore significant component of teachers’ practice globally, with increased availability of assessment data and growing expectations for use under test-based accountability policies (Berry, 2011) . Yet evidence suggests that the use of assessment data for instructional purposes (hereafter referred to as data use 1) remains challenging and inconsistent, demanding knowledge about both instruction and assessment and the cross section between the two (Cosner, 2012; Gelderblom, Schildkamp, Pieters, & Ehren, 2016; Goertz, Oláh, & Riggan, 2010; Nabors-Olah, Lawrence, & Riggan, 2010; Pierce, Chick, & Wander, 2014; Timperley, 2009; Young, 2006) . To support teachers’ data use, educational leaders, instructional support staff, professional development programs, teacher preparation programs, and researchers need to develop shared knowledge about how data are used and can be used in practice to advance teaching and learning for all students. However, both the research and the professional literature to date are inconsistent and diffuse in how data use is conceptualized, which poses barriers to the development of knowledge and practice.  \nThis article presents work completed as part of a larger study of elementary teachers’use of interim assessment data, conducted to develop a better understanding of the relationship between (1) data organization, analysis, and reporting;  \n(2) the use of data to develop knowledge about student learning; and (3) the types of instructional decisions informed by that knowledge. In order to address these relationships, we first needed to develop a deeper and broader understanding  \nof teachers’ instructional uses of assessment data. Although the literature on teachers’ use of data was highly instructive in our work, we noted that the actions and strategies that constitute use for instructional decision making varied notably, leaving us unsure about how best to capture assessment use in our own research. This article presents our approach to solving this problem, documenting the process and outcomes of our multistage, mixed-methods effort to develop a data use classification framework. In the following sections, we anchor our motivations in the literature, present an overview of our approach, and then describe the methods and results for each phase of work sequentially. We conclude with the potential uses of this framework for research and practice.  \nPrior Literature  \nData Use in Educational Research","cbCaif1hogBtDEtW","https://ap.wps.com/l/cbCaif1hogBtDEtW","pdf",1754433,18,"English","# Keywords\n# Introduction\n## Data use and assessment for learning\n# Article Purpose and Approach\n## Development of a classification framework\n# Prior Literature\n## Data use in educational research","[{\"question\":\"Why is teachers’ use of assessment data for instruction challenging and inconsistent?\",\"answer\":\"The article explains that teachers’ use is difficult to enact consistently and that prior literature describes instructional actions in uneven and diffuse ways, making research and practice harder to align.\"},{\"question\":\"What framework does the study develop and evaluate?\",\"answer\":\"The study develops a classification framework for teachers’ instructional responses to assessment data, then evaluates its utility using both quantitative and qualitative data across multiple districts and schools.\"},{\"question\":\"How does the article position its research method and overall purpose?\",\"answer\":\"It presents a multistage, mixed-methods approach aimed at clarifying how teachers organize, analyze, and apply interim assessment data to student learning and instructional decisions.\"}]","Toward a Framework for Classifying Teachers’ Use of Assessment Data | PDF",1792070575,45]