Formative use of test results: A user's perspective

- Respondents mostly chose actions relating to the purpose of supporting learning.
- The desired use of test results was not the same as the actual use.
- Different users perform actions on different levels and in various contexts.
- Teachers needed various kinds of detailed information to perform an action.

Despite the potential of using test data to support student learning, several studies have concluded that the actual use of test data remains limited. The present study addresses this problem by examining (1) the types of actions for which teachers, internal coaches, principals and parents within primary education want to use test results and (2) the information needed to perform these actions. The results obtained from the questionnaires show that the various users want to use test results for actions that support learning, which amounts to a discrepancy relating to actual use. Furthermore, the various users perform actions on different levels, thus indicating the need for tailored reports that fit the information needs of individual users. The results of the focus group method reveal the information needs of teachers, suggesting implications for the development of new score reports.