Findings
In this section, we summarize primary findings from educator surveys, focus groups, and interviews. We present findings
in three parts: (1) general findings; (2) findings related to interim assessments; and (3) findings related to the transition to
TNReady.
General Findings
Over the past year, the issue of assessment has come to the forefront of the education discussion in Tennessee. Over
the past few years, there were significant shifts in assessment practices both at the state and district levels. The delayed
implementation of PARCC, the transition to TNReady, and the implementation of RTI² necessitated a rethinking of assessment
systems in Tennessee. During focus groups and interviews educators were asked to speak generally about (1) top uses of
assessment; (2) challenges faced with assessment; and (3) time spent on assessment. Here, we report on findings in each of
these areas.
Top Uses of Assessment
Figures 3-5 summarize the top uses of assessment as indicated by teachers, principals, and district leaders on surveys. A
majority of educators acknowledged the benefits and purpose of assessment as an integral part of the teaching and learning
process. Interestingly, all groups identified diagnosing student skill deficits as one of the top ways they use assessment in
their classrooms, schools, or districts. In addition, as summarized in Figures 3 and 4, many district leaders and principals
indicated that they not only use assessments to inform teacher support practices or professional learning opportunities but
also that they use assessments to predict student performance on future assessments. Top responses among teachers, as
displayed in Figure 5, also included to improve instruction, to set goals with students, and to group students.
Top Uses of Assessment: District Leaders
Number of Respondents
70
60
50
40
30
20
10
0
To track
student
progress
Figure 3
10
Diagnosing
student
skill deficit
To inform
teacher
support
practices
To predict
student
performance
on future
assessments
To evaluate
district
programs
or policies
To
communicate
with parents
To inform
school
support
practices
To inform
resource
allocation