2. Make Assessment Work for All Students: Multiple Measures Matter
Views From Teachers, Superintendents, Principals, Parents and Students

3. Copyright Standards
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4. Why examine perceptions of assessments?
Advocate for assessment systems with multiple measures
In time of change around ESSA, help educators match the purposes of assessments with the need for data
Improve communication
about assessments
Increase understanding of assessments
Copyright © 2016 Gallup, Inc. All rights reserved.

5. What populations did we survey?
TEACHERS (n=1,004)
PRINCIPALS (n=597)
SUPERINTENDENTS (n=632)
PARENTS (n=1,011)
STUDENTS (n=1,005)
*Surveys of teachers, parents and students were conducted via phone and are nationally representative. Surveys of principals and superintendents were conducted via Internet and may not be nationally representative.
Copyright © 2016 Gallup, Inc. All rights reserved.

6. Glossary STATE ACCOUNTABILITY TESTS
Indicate whether students are meeting state or federal standards
CLASSROOM TESTS AND QUIZZES
Developed by teachers to evaluate their students’ learning process
INTERIM ASSESSMENTS
Indicate whether students are on track to meet performance goals
FORMATIVE ASSESSMENTS
Occur in the moment to provide immediate feedback
Copyright © 2016 Gallup, Inc. All rights reserved.

7. Assessment system using multiple measures
FORMATIVE ASSESSMENT
INTERIM ASSESSMENT
SUMMATIVE ASSESSMENT
Helps teachers guide the learning process
Ongoing; occurs at teachers’ discretion
Tracks student performance and growth at salient points during the year
Helps predict performance on summative assessments
Measures what students have learned
Includes classroom tests and state accountability tests
Copyright © 2016 Gallup, Inc. All rights reserved.

8. Opportunity and change with ESSA
A chance for education leaders to consider new approaches to accountability
Provides states flexibility to develop accountability systems built on more varied inputs than under No Child Left Behind
Educators and policymakers must clarify how each component of assessment systems — including formative, interim and summative — contributes to the education value chain
Copyright © 2016 Gallup, Inc. All rights reserved.

9. Key findings
1. Education stakeholders value assessments broadly, but vary by assessment type and purpose
PRINCIPALS find many assessment types useful, underscoring the importance of supporting multiple types of assessments.
Results from formative assessment that provide immediate feedback to students in the moment: 92%
Results from classroom tests and quizzes developed by teachers to evaluate their students’ learning process: 86%
Results from interim assessments that are given to students two to three times over the year so teachers can see where students are growing and where students still need to learn more: 83%
Results from state accountability tests that indicate if students are meeting state or federal standards: 37%
and more than
1/2
OF PARENTS
3/4
OF STUDENTS
say students spend the right amount of time or too little time taking assessments.
MORE THAN
7 in 10
TEACHERS, PRINCIPALS AND SUPERINTENDENTS
say students spend too much time taking assessments.
PARENTS consider multiple types of assessments, including interim and formative assessments, helpful to their children’s learning. However, they are skeptical that state accountability tests improve the quality of teaching. Large majorities of TEACHERS report that assessment data are used for a variety of instructional and administrative purposes in their schools.
Copyright © 2016 Gallup, Inc. All rights reserved.

10. 6 in 10 Key findings PARENTS
2. Parents need more information about assessments
MORE THAN
6 in 10
PARENTS
say their child’s teachers rarely or never discuss their child’s assessment results with them.
While most PARENTS understand that state accountability tests are used to evaluate school and district performance, many mistakenly believe these types of tests are used to monitor student achievement and inform instruction.
Copyright © 2016 Gallup, Inc. All rights reserved.

11. 2/3 53% 32% Key findings 62% OF SUPERINTENDENTS
3. Administrators are still getting to know ESSA, but superintendents are optimistic about its impact
SUPERINTENDENTS are significantly more likely than
PRINCIPALS to believe ESSA will have a positive impact on their schools,
The majority of
PRINCIPALS
62%
say the impact will be neutral.
The majority of PRINCIPALS and nearly half of SUPERINTENDENTS are not yet familiar with ESSA.
MORE THAN
2/3
OF SUPERINTENDENTS
say they have developed an assessment plan for their district, and of these, the majority say the number of assessments will not change under ESSA.
53%
32%
Of the rest, more say the number of assessments will decrease rather than increase.
vs.
Copyright © 2016 Gallup, Inc. All rights reserved.

12. … … Key findings PARENTS TEACHERS
4. Gaps in understanding of the purpose of assessments remain
MOST
TEACHERS, PRINCIPALS AND SUPERINTENDENTS
DO NOT BELIEVE
that state and federal policymakers understand the purpose of different types of assessments, highlighting the need for dialogue around ESSA implementation.
TEACHERS
ARE LARGELY DOUBTFUL THAT
PARENTS
understand formative or interim assessments — the diagnostic tools and practices
teachers frequently use to gauge student understanding and adapt the instruction process. … …
Copyright © 2016 Gallup, Inc. All rights reserved.

13. 7 in 10 71% 28% TEACHERS Key findings TEACHERS
5. Teachers need additional training to maximize the power of assessment data to inform instructional practices
TEACHERS
mostly feel prepared to deal with all aspects of assessment tests and data, but they are more confident about administering these tests than interpreting results or communicating with parents about results.
MORE THAN
7 in 10
TEACHERS
say they collaborate on assessment results
at least monthly
with other teachers, including
45% who do this daily or weekly.
DATA COACHES are available in a relatively small proportion of schools and districts, but among principals who have access to data coaches, 71% say they have improved student learning.
But a sizable minority
28%
engages in this critical activity ONLY QUARTERLY OR LESS OFTEN.
71%
Copyright © 2016 Gallup, Inc. All rights reserved.

14. Do students spend too much time taking assessments?
Please indicate if you feel students spend too much, just the right amount or too little time taking assessments.
% Too little
% Right amount
% Too much
Most students feel that they spend the right amount of time taking assessments.
Copyright © 2016 Gallup, Inc. All rights reserved.

15. A closer look at student responses
66%
of students say they spend the right amount of time taking assessments.
Most students feel that they spend the right amount of time taking assessments.
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

16. “I’m not familiar enough with the different strengths of each assessment.”
-PARENT
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

17. Principals say that many policymakers, parents and students do not understand the purpose of assessments
Principals: Do you believe the purpose of data from [state accountability assessments, classroom tests and quizzes] in your district is well understood by each of the following?
As a result of communication gaps, principals believe that the purpose of assessments is not well understood by students, parents, and policymakers.
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

18. ESSA is not yet fully understood by principals and superintendents
How familiar are you with the new Every Student Succeeds Act (ESSA), known as a revision to No Child Left Behind, recently passed by Congress?
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

19. ESSA is not yet fully understood by principals and superintendents
ONLY
41%
OF PRINCIPALS
AND
55%
OF SUPERINTENDENTS
are either familiar or very familiar with ESSA. (responses collected Feb. 1-15, 2016)
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

20. Superintendents optimistic about the future impact of ESSA, principals less optimistic
Which of the following best describes the impact you think ESSA will have on your school/district?
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

21. The future impact of ESSA
SUPERINTENDENTS
PRINCIPALS
53%
expect a positive or very positive impact on their district.
32%
expect a positive or very positive impact on their school.
(responses collected Feb. 1-15, 2016)
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

22. How should assessments ideally be used?
Copyright © 2016 Gallup, Inc. All rights reserved.

23. Teachers identify different uses for different assessment types
Teachers: In your opinion, which of the following is the most important use of each of the following types of assessment data?
% State accountability tests % Formative assessment % Classroom tests and quizzes
To determine if students are meeting critical benchmarks
To close the achievement gap
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

24. Principals and superintendents say helping students identify what they know and what they still need to learn is the most important use of assessment data
Principals and Superintendents: In your opinion, which of the following is the most important use of assessment data?
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

25. Teachers divided over favored methods to measure student learning
Teachers: If you were provided only these options to measure student learning, which would you MOST rely upon to measure this?
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

26. Mixed views on using assessment results to evaluate schools
Principals mostly disapprove of using assessment results to measure school success.
Superintendents are more divided: 48% approve, 52% disapprove.
Most parents believe assessments should be used to evaluate teacher (67%), principal (58%), school (77%) and district performance (69%).
Parents with less education
Fathers
More likely to support using assessments to evaluate teachers
Parents with more education
Mothers
Less likely to support using assessments to evaluate teachers
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

27. Parents perceive that state test data are being used in schools more widely than principals report using them
Parents and Principals: To the best of your knowledge, in which of the following ways does your (or your child’s) school currently use data from state accountability tests?
% Parents % Principals
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

28. Teachers use assessment results in many ways
A majority of teachers say they use assessment data for the following purposes:
77%
Set student learning goals
76%
Collaborate with grade- or subject- level teachers
92%
Adjust instructional strategies
87%
Discuss student progress
85%
Plan and differentiate instructions for students
Because teachers are already using assessment data for a wide variety of purposes, data coaches are well positioned to have a strong impact.
83%
Collaborate with peers and administrators
86%
Set instructional goals
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

29. “Data gathering can and should be in real time, present a holistic view of the student and be viewable by all stakeholders, including parents and particularly the students themselves.”
-TEACHER, ILLINOIS
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

30. Students are often unaware that their teachers are using assessment data
Students: How often do your teachers change the way they teach you because of how you have done on a test or assessment?
Teachers need to more clearly and openly tie assessment results to the everyday classroom experience for students.
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

31. Students are often unaware that their teachers are using assessment data
MORE THAN HALF
59%
OF STUDENTS
say that teachers rarely or never change the way they teach them because of their performance on assessments.
Teachers need to more clearly and openly tie assessment results to the everyday classroom experience for students.
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

32. Do teachers believe that assessments are working?
Teachers: Overall, would you rate the following types of assessments used in your school as excellent, good, fair or poor?
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

33. Principals see value in various assessment types
Principals: In your opinion, how useful are the following types of assessment results to parents, teachers, students and administrators?
% Very useful % Useful
Principals consider formative assessment the most useful type of assessment.
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

34. Parents are skeptical that state tests improve the quality of teaching
47% OF PARENTS DISAGREE OR STRONGLY DISAGREE
that the use of state tests improves the quality of teaching, compared with
26%
WHO AGREE OR STRONGLY AGREE.
32%
OF FATHERS AGREE OR STRONGLY AGREE
that state tests improve the quality of teaching, compared with
21%
OF MOTHERS.
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

35. Regional variation among parents on whether state tests improve student learning
Parents: How much do you agree or disagree that the use of state accountability tests in your child’s school improves student learning?
West
22%
STRONGLY DISAGREE
Midwest
19%
STRONGLY DISAGREE
Northeast
21%
STRONGLY DISAGREE
Parents in the South are most likely to be skeptical that state tests improve student learning.
South
31%
STRONGLY DISAGREE
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

36. Parents and students value assessments that support learning
Students and Parents: How helpful are each of the following in helping [you, your child] learn? [percentage who say helpful or very helpful]
*This question was not asked of student respondents.
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

37. “Taking the test helps me better understand the topic.”
-STUDENT
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

38. Most students do not find state assessments helpful to their teachers
Students: How helpful do you think [state accountability tests, classroom tests and quizzes, formative assessments] are to your teacher(s) in helping you learn?
% Helpful or very helpful
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

39. How can educators, parents and students embrace new insights from multiple measures?
Might need to explain in more depth the concept of multiple measures
Copyright © 2016 Gallup, Inc. All rights reserved.

40. What is being communicated to parents about assessments?
Parents: How often do your child's teachers discuss your child's assessment results with you either in person, by phone or via a personalized ?
61%
RARELY OR NEVER
38% Very often or Often
Parents at large schools and urban schools are more likely to say that teachers never discuss results with them, compared with parents at small and medium-sized schools, suburban and rural schools.
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

41. Communication about assessments among educators is happening, but not enough
Teachers: About how often do you meet with other teachers and administrators about results from various types of assessments including results from formative assessment, classroom tests and quizzes and state accountability tests?
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

42. Principals and superintendents meet with other educators about assessments, but not with parents and policymakers
Principals and Superintendents: How often do you meet with each of the following groups about assessment results? [percentage who say often or very often]
% Principals % Superintendents
Teachers and administrators are not communicating the value of assessments to parents nearly enough.
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

43. Collaborating about the use of assessments is helpful to principals
Principals: How helpful to you are meetings with the following groups in considering how your school can use assessment data?
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

44. -SUPERINTENDENT, MAINE
“Educators need to have more conversations about testing with students and parents. Having regular, informative conversations should help to reduce anxiety and provide clarifying answers. We need to explain to students and parents that the purpose of testing is not to define who students are but rather to provide valuable information regarding what the student has learned and has yet to learn.”
-SUPERINTENDENT, MAINE
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

45. Teachers need more training to communicate about assessments
Teachers: While enrolled in undergraduate, graduate or teacher training programs, did you receive training on each of the following?
% Yes
Many teachers don’t receive training to communicate about assessments.
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

46. Preparedness, training and resources for assessments
Teachers: How prepared do you feel to do each of the following? Would you say you feel very prepared, prepared, somewhat prepared or not at all prepared?
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

47. Resources for assessments: data coaching
Principals: Is there a data coach available to teachers in your school?
67%
say “No”
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

48. “Data coaching allows us to bring all staff together to talk about data specifically within OUR school’s culture. The coach truly addressed the concerns and needs of our staff, while still moving us down the road to create a data-driven culture at our school.”
-TEACHER, NEW MEXICO
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

49. Resources and preparedness for assessments vary between low-income districts and middle/high-income districts
Principals in low-income schools (37%) are more likely than those in middle/high-income schools (24%) to say they have a data coach.
Principals in low-income schools (75%) are more likely than those in middle/high-income schools (62%) to have developed an assessment plan.
Teachers in low-income schools are more likely than those in middle- and high-income school to say they are very prepared to interpret assessment results (43% vs. 31%), modify teaching based on assessment results (49% vs. 33%) and use results to collaborate with peers (48% vs. 33%).

50. Leaders say that data coaches help improve student learning and teacher practice
Principals and Superintendents: Is student learning better because of this data coach? Has teaching practice improved because of the data coach?
% Principals % Superintendents
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

51. Resources for assessments: data coaching
Among principals with a data coach:
71%
SAY STUDENT LEARNING IS BETTER.
82%
SAY TEACHER PRACTICE HAS IMPROVED.
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

52. Principals and superintendents diverge on whether assessments will increase or decrease under ESSA
Principals and Superintendents: Does the most recently created assessment plan change the number of assessments given in your district this year?
% Principals % Superintendents
*among principals and superintendents who say they have an assessment plan for their school/district
Copyright © 2016 Gallup, Inc. All rights reserved.
STUDENTS
TEACHERS
PRINCIPALS
SUPERINTENDENTS
PARENTS

53. Recommendations
Education thought leaders, national education organizations, teacher unions, state departments of education and assessment publishers should initiate dialogues about ESSA implementation with superintendents, principals, teachers, parents and students.
Involve students in assessment planning processes at the school, district and state levels.
Provide support for districts to understand the options for appropriating federal and state funds for ongoing assessment literacy education for teachers.
Federal, state and district leaders should provide resources for cross-stakeholder education on assessment literacy (online resources, regional workshops, basic assessment literacy curriculum), as well as provide regular opportunities for dialogue.
Copyright © 2016 Gallup, Inc. All rights reserved.

54. Methodology
Teacher Survey: 1,004 respondents previously identified by Gallup in other Gallup surveys to be full-time teachers. Teachers who teach only art, only foreign language, only music or band, or only physical education or health were not included in this study because those subjects include fewer assessments. Conducted via telephone in English only.
Principal Survey: 597 respondents identified by an established education survey sample provider. Conducted via Web survey in English only.
Superintendent Survey: 632 respondents identified by an established education survey sample provider. Conducted via Web survey in English only.
Parent Survey: 1,011 respondents previously identified by Gallup in other Gallup surveys to be parents of at least one child in grades five through 12. Conducted via telephone in English only.
Student Survey: 1,005 respondents in grades five through 12 who are children of people previously identified by Gallup in other Gallup surveys to be parents of at least one child in grades five through 12. Conducted via telephone in English only.
*Results in this presentation may not add to 100% due to rounding and non-response.
Copyright © 2016 Gallup, Inc. All rights reserved.