RIPM TECHNICAL REPORT #35: Teacher Use Study: Surveys from Rural Districts

2011

The purpose of this study was to examine factors that affect teacher's use of progress monitoring data for designing instructional programs. Specifically, we compared the use of progress monitoring data alone to progress monitoring data combined with diagnostic feedback. The hypothesis was that progress monitoring data coupled with diagnostic feedback would increase teachers' use of data in designing student instruction, broaden the type of interventions teachers use with students, and effect greater student achievement gains. The study was guided by the following question: "Does the use of a diagnostic feedback system coupled with progress monitoring affect teachers? use of CBM data?" Available online at: http://www.progressmonitoring.net/pdf/TR35TUSSurvey%20HVED.pdf

Reports and monographs

Professionals

Electronic (disc, CD, 508 compliant web posting)

http://www.progressmonitoring.net/pdf/TR35TUSSurvey%20HVED.pdf

N/A