Use, Context, and Consequences of Early Literacy Assessments in Chicago Public Schools
Hammer, Victoria
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https://hdl.handle.net/2142/80011
Description
Title
Use, Context, and Consequences of Early Literacy Assessments in Chicago Public Schools
Author(s)
Hammer, Victoria
Issue Date
2007
Doctoral Committee Chair(s)
DeStefano, Lizanne
Department of Study
Educational Psychology
Discipline
Educational Psychology
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Tests and Measurements
Language
eng
Abstract
Findings revealed (a) heavy use of data from two particular assessments, the DIBELS and basal tests; (b) enhanced teacher use of data from assessments that are more widely administered and from assessments they personally administer, (c) contextual factors such as the presence of school-level reading specialists, professional development, and school infrastructure contribute positively to data use, and (d) the perception of positive consequences from data use results in the strongest impact on this practice.
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