Thompson, Joel
(2021)
Teacher Perspectives on Using the Web-based Classroom Diagnostic Tool to Gather Student Specific Assessment Data during the COVID-19 Pandemic.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
Across many educational contexts, educators have access to a wide variety of student-specific assessment data (SSAD) but often do not use the information to implement data-informed instruction (DII). The purpose of this study was to understand teacher perspectives on the web-based Classroom Diagnostic Tool (CDT) as a means of gathering reliable data from which to modify instruction to support individual learners.
The study took place in the midst of the COVID-19 pandemic when access to students in the physical building was inconsistent. To ensure teachers had access to SSAD, the web-based CDT was implemented so students could take the assessment from any location. After students completed the assessment, two surveys were provided to nine teachers at a Mid-Atlantic suburban high school to assess their perceptions of the reliability and usefulness of the data and to understand if they used the data to modify instruction. The results showed that the web-based CDT did provide student-specific assessment data despite students not consistently being in the physical building. Additionally, seven of nine teachers responded that they believed the data accurately reflected student knowledge. However, only three of the nine modified their instruction as a result.
The results of this study suggest that the web-based CDT is an effective tool to gather data, regardless of where learning occurs. Additionally, it suggests that the CDT provides data that teachers believe accurately reflects student knowledge. However, with only three teachers making modifications to instruction, the study suggests there are more factors that must be in place to support properly teachers’ implementation of DII. Additional research is needed to understand which factors most affect a teacher’s use of SSAD to modify instruction for individual students. This research could help teachers and school leaders to leverage the right resources and opportunities to support a culture of DII.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| Date: |
31 August 2021 |
| Date Type: |
Publication |
| Defense Date: |
24 June 2021 |
| Approval Date: |
31 August 2021 |
| Submission Date: |
29 July 2021 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
62 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
student-specific assessment data, data-informed instruction, Classroom Diagnostic Tool, CDT, COVID-19, instructional modifications |
| Date Deposited: |
31 Aug 2021 18:11 |
| Last Modified: |
31 Aug 2021 18:11 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/41530 |
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