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As an educational psychologist, Dr. Barnes is interested in understanding and improving the teaching-learning process by investigating the features of high-quality classroom assessment practices and the development of students’ self-and co-regulated learning when engaged in assessment tasks. Her previous experience teaching at-risk elementary school students in jeopardy of being retained has inspired her interest in developing assessment techniques that focus on student progress.
Educational assessment, classroom assessment, teachers' data use, self-and co-regulated learning during assessment tasks, and teaching and learning in urban schools
- Barnes, N, Brighton, C.M., Fives, H. & Moon, T.R. (2018). Literacy teachers’ beliefs about data use at the bookends of elementary school. Accepted for publication at The Elementary School Journal.
- Fives, H. & Barnes, N. (2018). Table of Specifications. In B.B. Frey (ed.). The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. Sage Publications Inc.: Thousand Oaks, 1655-1657, http://dx.doi.org/10.4135/9781506326139.n685
- Barnes, N., Fives, H., Matthews, J., & SaizdeLaMora, K. (2018). A person-centered approach to understanding teachers’ classroom practices and perceived school goal structures. The Teacher Educator. DOI:10.1080/08878730.2018.1443539
- Fives, H., Barnes, N., Buehl, M.M., Mascadri, J., & Ziegler, N. (2017). Teachers’ epistemic cognition in classroom assessment. Educational Psychologist, 52, 4, 270-283. doi.org/10.1080/00461520.2017.1323218
- Barnes, N., Fives, H.R., Dacey, C. (2017). US Teachers Conceptions about the Purposes of Assessment. Teaching and Teacher Education, 65, 107-116.
- Fives, H.R. & Barnes, N. (2017). Informed and uninformed naïve assessment constructors’ strategies for item selection. Journal of Teacher Education. 68, (1), 85-101. 1-17 DOI: 10.1177/0022487116668019
- Barnes, N. & Fives, H.R. (2016). Creating a context for growth focused assessment, Middle School Journal, 47:5, 30-37, DOI: 10.1080/00940771.2016.1226638
- Fives, H., Barnes, N., Dacey, C.*, & Gillis, A.* (2016). Assessing Assessment Texts: Where is Planning? The Teacher Educator, 51(1), 70-89.
- Barnes, N. & Gillis, A. (2015). Assessment360: A Promising Assessment Technique for Preservice Teacher Education. The Teacher Educator, 50(4), 288-304.
- Barnes, N. & Urbankowski, D.* (2014). Planning, implementing, and assessing an authentic, interdisciplinary task in middle grades classrooms. Middle School Journal, 45(5), 17-24.
- Barnes, N., Fives, H. & Dacey, C. M.* (2014). Teachers’ beliefs about assessment. In H. Fives & M. G. Gill, (Eds.). The Handbook of Research on Teachers’ Beliefs. New York, NY: Routledge.
- DiDonato-Barnes, N., Fives, H., & Krause, E.S.* (2013). Using a Table of Specifications to improve teacher-constructed traditional tests: An experimental design. Assessment in Education: Principles, Policy & Practice, DOI:10.1080/0969594X.2013.808173
- Rogat, T.K., Linnenbrink-Garcia, L. & DiDonato, N. (2013). Motivation in collaborative groups. Hmelo-Silver, C., O’Donnell, A., Chan, C. & Chinn, C. (Eds.), International Handbook of Collaborative Learning. Taylor & Francis, Inc.
- Fives, H. & DiDonato-Barnes, N. (2013). Classroom test construction: The power of a table of specifications. Practical Assessment, Research, and Evaluation, 18, 1-7.
- DiDonato, N.C. (2012). Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic tasks. Instructional Science, 41, 25-47. DOI: 10.1007/s11251-012-9206-9
- DiDonato, N.C. (2011). The interaction between cognitive and motivational co-regulated processes on a collaborative task. International Journal of Learning, 18(1), 463-476.
Teachers are expected to engage in data use to make instructional decisions that improve teaching and student learning (Data Quality Campaign, 2009; US DOE, 2009). Despite the demand to develop teachers’ data literacy and data use for instruction, there is little empirical evidence on how teachers understand and use data in authentic contexts that can be referenced to guide these policies and interventions (Mandinach, Honey, Light, & Brunner, 2008).
In this investigation we draw from the theoretical and empirical bases of data-driven decision making (DDDM, Mandinach et al., 2008; Marsh, 2012) and teacher expertise (e.g., Alexander et al., 2004) to uncover the craft knowledge of and contextual influences on teachers with expertise in data use. Craft knowledge is the experience-based “how to” knowledge developed and enacted by practitioners
(Grimmett & MacKinnon, 1992). Extensive theoretical and empirical work has specified DDDM at the school or district level but little is known about how teachers engage in this practice within their classrooms. We seek to understand if the DDDM, designed for school and district level decision making, can be used to understand how teachers engage with data in their classrooms. Specifically,
we want to uncover how and under what conditions fifth grade teachers with expertise in data use engage in a data based decision making process.