New data from Instructure shows schools are at a pivotal time to change K-12 assessment approaches

SALT LAKE CITY, January 25, 2022 /PRNewswire/ — Structure, the creators of Canvas, today released their first annual research that explores the current state of K-12 assessment as COVID-19 continues to plunge schools into crisis. Overall, 81% of educators remain concerned that summative assessments make students anxious, and teachers and administrators want to adopt a more balanced assessment approach. With 94% of educators now using formative assessments and 81% using intermediate assessments to support student learning, more systems and supports are needed. An overwhelming majority (84%) of teachers need to create their own assessments, and more than half say they spend too much time doing so, a growing problem for a nation of already overworked and overstretched educators. See the full report: State of Assessment in K-12 Education.

“Districts are increasingly using interim and formative assessment to navigate the ongoing disruptions of the pandemic, which is essential for addressing unfinished learning and ensuring equity, said Goble of Trenton, vice president of K-12 strategy at Instructure. “As an industry, we must do more to support innovative assessment at the state and district levels, which means giving teachers access to high-quality, valid, and reliable assessments, and investing in technology systems that support meaningful instructional practices and ideas. More importantly, we need to address these priorities without causing further anxiety for students or teachers.”

Before we can rethink the K-12 assessment, we need to understand its role in K-12 education today and its impact on administrators, teachers, and most importantly, students. Instructure’s first evaluation-focused research study began in fall 2021. In collaboration with Hanover Research, 1,058,000-12 teachers and administrators were interviewed across United Statesrevealing six key trends:

1. Change our approach to evaluation.

Teachers and administrators feel that state summative assessments are outdated and want to move to a balanced and actionable assessment approach.

  • Only 55% of educators view state summative assessments positively
  • 81% of educators are concerned that summative assessments make students anxious

2. Assessment is a key part of the learning process.

Formative and intermediate assessments are widely used by educators to better understand student needs and adjust instruction in the moment.

  • 94% of educators use formative assessment and 81% use intermediate assessment to inform teaching
  • More than half of educators (56%) say they spend too much time developing their own assessments

3. Quality and reliability matter.

Four attributes of district and class assessments have never been more important: quality, reliability, validity, and alignment with state standards.

  • 84% of teachers create their own formative assessments to inform classroom instruction
  • When educators seek to license vendor-created assessments, 66% of respondents say that the reputation of the vendor is very or extremely important during an assessment.

4. The use of assessment data in the classroom is essential.

Three-quarters of educators said their school provides training and support to help teachers improve their understanding of assessment data.

  • Two-thirds of educators (67%) are comfortable using assessment data to inform teaching
  • Fewer are comfortable using data to design interventions (52%) or assess their own effectiveness (58%)

5. The right technology makes the difference.

Districts need systems that support formative and interim assessments, promote meaningful instructional practices, and provide information that fuels a personalized learning experience.

  • 82% of educators administer assessments online
  • The top three capabilities of assessment technology are the ability to track student proficiency (57%), provide real-time data (51%), and align content to learning standards (51% ).

6. Teacher empowerment can lead to a culture of positive assessment.

Teachers are the primary users of assessment data. K-12 leaders therefore need to ensure they understand how and why data-driven assessment fuels student success.

  • Three-quarters of educators believe their school district promotes a strong culture of assessment
  • School-level administrators (73%) and teachers (70%) are primarily responsible for reviewing and analyzing assessment results

Survey methodology
The State of Assessment in K-12 Education survey was developed in coordination with Hanover Research. It was put into service in October 2021 and has been cleaned and analyzed by Hanover Research. After fielding and data cleaning, the study consisted of 1,058 qualified and completed responses from 707 teachers and 351 school or district administrators in United States. The data is broken down into crosstabs by role, region and urbanity of the district. We performed statistical significance tests on all segments with a 95% confidence level using a Z test with p = less than 0.05 and a margin of error of +/- 1% for the overall sample size.

If you have any questions regarding the methodology or the underlying data, please contact us at [email protected].

ABOUT INSTRUCTION
Instructure (NYSE: INST) is an education technology company dedicated to improving student success, amplifying the power of education, and inspiring everyone to learn together. Today, the Instructure learning platform supports over 30 million teachers and learners worldwide. Learn more about www.instructure.com.

FORWARD-LOOKING STATEMENTS
This press release contains “forward-looking” statements, which are subject to the safe harbor provisions of the Private Securities Litigation Reform Act of 1995, including statements regarding the potential, timing and examples of any strategic alternatives. These statements are not guarantees of future performance, but are based on management’s expectations as of the date of this press release and on assumptions that are inherently subject to uncertainties, risks and changes in circumstances that are difficult to predict. . Forward-looking statements involve known and unknown risks, uncertainties and other factors that could cause actual results, performance or achievements to be materially different from future results, performance or achievements. Important factors that could cause actual results to differ materially from those expressed or implied by such forward-looking statements include the risk factors described in the Company’s initial public offering prospectus filed with the Securities and Exchange Commission (the “SEC”) on July 23, 2021, and other documents filed with the SEC and could cause actual results to differ materially from expectations. All information provided in this press release is as of the date hereof and Instructure assumes no obligation to update such information except as required by law.

CONTACT:
Brian Watkins
Communications Director
Structure
801.610.9722
[email protected]

Maggie Quale
Business communication
Structure
831.325.7943
[email protected]

SOURCEInstructure, Inc.

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