World-class research. Ultimate impact.
More on impact ›

Original Research ARTICLE Provisionally accepted The full-text will be published soon. Notify me

Front. Educ. | doi: 10.3389/feduc.2019.00108

Interpreting Reports from Formative Assessments: Roadblocks, Solutions, and Implications for Designing Score Reports

  • 1American Board of Obstetrics and Gynecology, United States
  • 2Southern Methodist University, United States

Many teachers struggle with interpreting formative assessment data. As a result, they are often unable to modify instruction that is responsive to student performance. To support valid interpretations and uses of assessments, test developers need to better understand teachers’ ability to read and interpret score reports, their perception of the information that is being conveyed, and how they use the information to change instruction. The purpose of this manuscript is to report on a series of focus groups examining (a) how teachers interact with various score report features and (b) how these features support or hinder their ability to interpret and analyze formative assessment data. Results provide insights into the design of score reports that may facilitate teachers’ ability to interpret and analyze data and, ultimately, use these data to modify their instruction to improve student outcomes. Solutions to the roadblocks teachers encountered are proposed and generalized examples of how score reports can be designed to facilitate teachers’ interpretations are provided. Findings from this study may help test developers anticipate challenges the intended audience could face when interpreting assessment results on score reports, and subsequently improve the quality of score reports to enhance teachers’ interpretations and decision-making at the classroom level.

Keywords: Formative assesment, Universal screening and progress monitoring, Data Interpretation, Score report interpretation, Score reports

Received: 27 May 2019; Accepted: 17 Sep 2019.

Copyright: © 2019 Shivraj and Ketterlin Geller. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Dr. Pooja Shivraj, American Board of Obstetrics and Gynecology, Dallas, United States,