Data-driven instruction: Difference between revisions

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Revision as of 04:05, 27 July 2018

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'''Data-driven instruction''' is an educational approach that relies on information to inform teaching and learning. The idea refers to a method teachers use to improve instruction by looking at the information they have about their students. It takes place within the classroom, compared to [[Data-informed decision-making|data-driven decision making]]. Data-driven instruction works on two levels. One, it provides teachers the ability to be more responsive to students’ needs, and two, it allows students to be in charge of their own learning. Data-driven instruction can be understood through examination of its history, how it is used in the classroom, its attributes, and examples from teachers using this process.

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== Attributes ==

Data in the classroom is any information that is visible during instruction that could be used to inform teaching and learning. Types of data include quantitative and qualitative data, although quantitative data is most often used for data-driven instruction. Examples of quantitative data include test scores, results on a quiz, and levels of performance on a periodic assessment.<ref name=":0">{{Cite book|title=Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning|last=Boudett|first=K. P.|last2=City|first2=E. A.|last3=Murname|first3=R. J.|publisher=Harvard Education Press|year=2013|isbn=|___location=Cambridge, MA|pages=|quote=|via=}}</ref> Examples of qualitative data include field notes, student work/artifacts, interviews, focus groups, digital pictures, video, reflective journals.<ref>{{Cite book|title=The Reflective Educator’s Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry|last=Dana|first=N. F.|last2=Yendol-Hoppey|first2=D.|publisher=Corwin|year=2014|isbn=|edition= 3rd|___location=Thousand Oaks, CA|pages=|quote=|via=}}</ref>

Quantitative and qualitative data is generally captured through two forms of assessments: formative and summative. Formative assessment is the information that is revealed and shared during instruction and is actionable by the teacher or student.<ref name=":1">{{Cite journal|last=Black|first=P|last2=Wiliam|first2=D.|year=1998|title=Inside the Black Box: Raising Standards Through Classroom Assessment|url=|journal=Phi Delta Kappan|volume=80 |issue=2|pages=pp. 139–148|via=}}</ref> Paul Black and Dylan Wiliam offer examples of classroom assessment that is formative in nature, including student observations and discussions, understand pupils’ needs and challenges, and looking at student work.<ref name=":1" /> Conversely, summative assessments are designed to determine whether or not a student can transfer their learning to new contexts, as well as for accountability purposes.<ref name=":1" /> Formative assessment is the use of information made evident during instruction in order to improve student progress and performance. Summative assessments occur after teaching and learning occurred.

== Examples ==