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Report: Using Student Achievement Data to Support Instructional Decision Making

Report » Using Student Achievement Data to Support Instructional Decision Making

pdf

Categories

REFORM, data driven, INSTRUCTION

Areas

PRACTITIONER:teaching design and practices

Authors

Laura Hamilton , Richard Halverson, Sharnell S. Jackson, Ellen Mandinach, Jonathan A. Supovitz, Jeffrey C. Wayman

Published

2009, 9/30/2009

Publisher

National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education

Abstract

As educators face increasing pressure from federal, state, and local accountability policies to improve student achievement, the use of data has become more central to how many educators evaluate their practices and monitor students’ academic progress.Despite this trend, questions about how educators should use data to make instructional decisions remain mostly unanswered. In response, this guide provides a framework for using student achievement data to support instructional decision making. These decisions include, but are not limited to, how to adapt lessons or assignments in response to students’ needs, alter classroom goals or objectives, or modify student-grouping arrangements. The guide also provides recommendations for creating the organizational and technological conditions that foster effective data use. Each recommendation describes action steps for implementation, as well as suggestions for addressing obstacles that may impede progress. In adopting this framework, educators will be best served by implementing the recommendations in this guide together rather than individually.

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