Äli Leijen, Margus Pedaste, Aleksandar Baucal, Katrin Poom-Valickis, Liina Lepp
What predicts instructional quality and commitments to teaching: self-efficacy, pedagogical knowledge or integration of the two?
Frontiers in psychology
educational accountability counterpart highstakes assessment forefront educational agenda era standardsbased reform article examine assessment accountability context preventionoriented assessment intervention system designed assess early reading progress formatively specifically explore utility continuum fluencybased indicators foundational early literacy skills predict reading outcomes inform educational decisions change reading outcomes students risk reading difficulty first address accountability era discuss promise preventionoriented assessment outline continuum fluencybased indicators foundational reading skills using dynamic indicators basic early literacy skills curriculumbased measurement oral reading fluency next describe series linked shortterm longitudinal studies 4 cohorts examining utility predictive validity measures kindergarten 3rd grade oregon statewide assessmentreadingliterature highstakes reading outcome using direct measures key foundational skills predictive validities ranged 34 82 utility fluencybased benchmark goals supported finding 96 children met 3rdgrade oral reading fluency benchmark goal met exceeded expectations oregon statewide assessment highstakes outcome measure illustrate utility measures evaluating instruction modifying instructional system targeting children need additional instructional support achieve benchmark goals finally discuss instructional policy implications findings utility active educational accountability environment