Abstract
This chapter provides a description of a model in which it is hypothesised that student learning is in part an outcome of a combination of teacher factors. In particular the effects of a culture in which the interpretation and use of student assessment data is used to inform differentiated teaching strategies and practices is examined. Teachers participate in professional learning activities within collaborative teams to develop their data interpretation skills, and engage in a cycle of decision making, implementation, evaluation, and review in their use of data, to enhance student learning outcomes. In examining measures of these activities, and student learning outcomes, links are inferred between teachers’ activity and engagement in the group process of decision-making, their metacognitive capabilities in the context of an approach to developmental teaching and learning, and the progress of students. Test data were interpreted in a developmental assessment framework, drawing on synthesis of relevant theoretical frameworks outlined by Griffin (Stud Educ Eval 33:87–99, 2007). Mirroring teachers’ levels of engagement, activity and metacognition, student gains in literacy are reported. With teachers distributed across the possible range of skills, and students similarly distributed, it is clear that not all students are progressing at equal rates, and that there is a strong trend toward the higher achieving students not progressing at the same pace as students less able, in the first instance. The probable contributing factors to this phenomenon are discussed.
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Griffin, P., Care, E., Crigan, J., Robertson, P., Zhang, Z., Arratia-Martinez, A. (2014). The Influence of Evidence-Based Decisions by Collaborative Teacher Teams on Student Achievement. In: Billett, S., Harteis, C., Gruber, H. (eds) International Handbook of Research in Professional and Practice-based Learning. Springer International Handbooks of Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-8902-8_47
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