The emphasis has to be on development, and teachers need to be clear about the difference between deficit and developmental learning approaches. Clinical and deficit approaches sometimes focus on the things that people cannot do and hence develop a ‘fix-it’ approach. ‘It is a myth that intervention is only needed for the struggling student’ (Tayler, 2007, p. 4). Developmental models not only build on and scaffold existing knowledge bases of every student, but they also have to be clinical in that they focus on readiness to learn and follow a generic thesis of developing the student. They ought not entertain a deficit thesis of focusing on and emphasising ‘cures’ for learning deficits. In order to become a specialist in developmental learning, teachers need to have expertise in developmental assessment because it is integral to the formulation of personalised learning plans.
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
ACER (Australian Council for Educational Research). (1994). Developmental assessment resource for teachers. Melbourne: Author.
Adams, R. J., & Khoo, S. T. (1995). Quest: Interactive test analysis. Melbourne: ACER.
Ball, D., & Cohen, D. (1999). Developing practice, developing practitioners: Toward a practice based theory of professional education. In G. Sykes, & L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). San Francisco: Jossey Bass.
Bransford, J., Derry, S., Berliner, D., & Hammermass, K. (2005). Theories of learning and their role in teaching. In L. Darling-Hammond, & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 40–87). San Francisco: John Wiley.
Campbell, D. T., & Russo, M. J. (1999). Social experimentation. California: Sage Publications.
Embretson, S., & Reise, S. (2000). Item response theory for psychologists. Mahwah, NJ: Lawrence Erlbaum and Associates.
Fullan, M. (2005). Leadership and sustainability: System thinkers in action. California: Corwin Press.
Glaser, R. (1963). Instructional technology and the measurement of learning outcomes: Some questions. American Psychologist, 18(5), 19–521.
Glaser, R. (1981). The future of testing: A research agenda for cognitive psychology and psychometrics. American Psychologist, 36, 923–936.
Glaser, R. (1990). Expertise. In M. W. Evnsenk, A. N. Ellis, E. Hunt, & P. Johnson-Laird (Eds.), The Blackwell dictionary of cognitive psychology. Oxford, UK: Blackwell Reference.
Greaney, V. S. R., Khandker, S. R., & Alam, M. (1990). Bangladesh: Assessing basic learning skills. Bangladesk Development Series. Dhaka: University Press Ltd.
Griffin, P. (1997). Assessment in schools and workplace. Inaugural professorial lecture, University of Melbourne, September.
Griffin, P. (1998). Vietnamese national study of student achievement in mathematics and Vietnamese. Hanoi: National Institute for Education and Science.
Griffin, P. (2007). The comfort of competence and the uncertainty of assessment. Studies in Educational Evaluation, 33(1), 87–99.
Griffin, P., & Forwood, A. (1990). The adult literacy and numeracy scales. Canberra: Department of Education, Employment, Training and Youth Affairs.
Griffin, P., & Nix, P. (1990). Assessment and reporting: A new approach. Sydney: Harcourt, Brace, Jovanovic.
Halverson, R., Grigg, J., Prichett, R., & Thomas, C. (2005). The new instructional leadership: Creating data-driven instructional systems in schools (WCER Working Paper No. 2005–9). Madison: University of Wisconsin-Madison, Wisconsin Center for Education Research. Retrieved November 3, 2005, from <www.wcer.wisc.edu/publications/workingPapers/Working_Paper_No_2005_9.pdf.
Hawley, W. D., & Valli, L. (1999). The essentials of effective professional development: A new consensus. In L. Darling-Hammond, & G. Sykes (Eds.), Teaching as a learning profession (pp. 127–150). San Francisco: Jossey-Bass.
Joyce, B., & Showers, B. (2002). Student achievement through staff development. In B. Joyce (Ed.), Designing training and peer coaching: Our needs for learning. VA, USA: ASCD.
Kemmis, S., & McTaggart, R. (2000). Participatory action research. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 567–606). Thousand Oaks: Sage Publications.
Ladson-Billings, G., & Gomez, M. L. (2001). Just showing up: Supporting early literacy through teachers’ professional communities. Phi Delta Kappan, 82(9), 675–680.
Mossensen, J., Hill, P., & Masters, G. (1993). Test of reading comprehension. Melbourne: Australian Council for Educational Research.
Murimba, S., Nzomo, J., Keithele, M., Leste, A., Ross, K., & Saito, M., et al. (2002). Monitoring the quality of education for all: Some examples of different approaches used by The Southern Africa Consortium for monitoring educational quality. 20. Paris, France: IIEP, UNESCO (International Institute for Educational Planning).
Perkins, D. N. 2005. Understanding, thinking, and education. Workshop held at Bialek College, Melbourne, April.
Phillips, G., McNaughton, S., & MacDonald, S. (2004). Managing the mismatch: Enhancing early literacy progress for children with diverse language and cultural identities in mainstream urban schools in New Zealand. Journal of Educational Psychology, 96(2), 309–323.
Pool, B., Parkin, C., & Parkin, C. (2002). PROBE (2nd ed.). New Zealand: Triune Initiatives.
Rasch, G. (1960). Probabilistic models for some intelligence and attainment tests. Copenhagen: Paedaogiske Institut.
Richardson, V. (1990). Significant and worthwhile change in teaching practice. Educational Researcher, 19(7), 10–18.
Robinson, V., & Lai, M. K. (2006). Practitioner research for educators: A guide to improving classrooms and schools. Thousand Oaks, CA: Corwin Press.
Rowe, K. J., & Hill, P. W. (1996). Assessing, recording and reporting students’ educational progress: The case for ‘Subject Profiles. Assessment in Education, 3(3), 309–352.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–406.
Tayler, C. (2007). Challenges for early learning and schooling. Education, Science & the Future of Australia: A public seminar series on policy. University of Melbourne, Woodward Centre, 23 July.
Thurstone, L. L. (1959). The measurement of values. Chicago: University of Chicago Press.
Timperley, H. S., & Robinson, V. J. M. (2001). Achieving school improvement through challenging and changing teachers’ schema. Journal of Educational Change, 2, 281–300.
VCAA (Victoria Curriculum and Assessment Authority). (2003–2005). The Achievement Improvement Monitor. Melbourne: Author.
Vygotsky, L. S. (1986). Thought and language. Boston: MIT Press.
Wright, B., & Masters, G. (1983). Rating scale analysis. Chicago: MESA Press.
Wright, B. D., & Stone, M. (1979). Best test design. Chicago: MESA Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Griffin, P. (2009). Teachers’ Use of Assessment Data. In: Wyatt-Smith, C., Cumming, J.J. (eds) Educational Assessment in the 21st Century. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9964-9_10
Download citation
DOI: https://doi.org/10.1007/978-1-4020-9964-9_10
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-9963-2
Online ISBN: 978-1-4020-9964-9
eBook Packages: Humanities, Social Sciences and LawEducation (R0)