Date of this Version
United States Department of Education
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 (Knapp et al., 2006). 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 impedeprogress. In adopting this framework, educators will be best served by implementing the recommendations in this guide together rather than individually.
Hamilton, L., Halverson, R., Jackson, S. S., Mandinach, E., Supovitz, J. A., Wayman, J. C., Pickens, C., Martin, E., & Steele, J. L. (2009). Using Student Achievement Data to Support Instructional Decision Making. United States Department of Education, Retrieved from http://repository.upenn.edu/gse_pubs/279
Date Posted: 12 June 2015