A review of research on assessment use: implications for preparing early childhood educators for data-informed decision-making-Reference-Cited by-同舟云学术

A review of research on assessment use: implications for preparing early childhood educators for data-informed decision-making

Published:2023-09-11 Issue:4 Volume:44 Page:1067-1092
ISSN:1090-1027
Container-title:Journal of Early Childhood Teacher Education
language:en
Short-container-title:Journal of Early Childhood Teacher Education

Author:

Varier Divya¹^ORCID,Yun Sehyun²

Affiliation:

1. College of Education and Human Development, George Mason University, Fairfax, VA, USA

2. Ball State University, Muncie, IN, USA

Publisher

Informa UK Limited

Subject

Social Sciences (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10901027.2023.2257157

Reference89 articles.

1. A multiple case study of data use practice in eight early childhood centres in the Republic of Trinidad and Tobago

2. Unpacking instructional alignment: The influence of teachers’ use of assessment data on instruction

3. Abrams, L., Varier, D., & McMillan, J. H. (2012). Formative assessment and benchmark testing: Phase 2. Metropolitan Educational Research Consortium, Virginia Commonwealth University. https://scholarscompass.vcu.edu/cgi/viewcontent.cgi?article=1014&context=merc_pubs

4. The intersection of school context and teachers’ data use practice: Implications for an integrated approach to capacity building

5. Tailored teaching: Emerging themes from the literature on teachers’ use of ongoing assessment to individualize instruction;Akers L.;Dialog,2016

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