Beruflich Dokumente
Kultur Dokumente
Data Issues
Chelsea Force
or answers a question in class, they are providing student data. Student data is the information,
scores, and results of the work they have done in school. To address a student’s needs, teachers
must gather, access, manage, and utilize student data. However, teachers have countless ways to
accomplish these tasks. Teachers can align their instruction with goals, evaluate learner progress
against content standards, hold Data Talks and create Data Notebooks, implement new
Classroom Response Systems, and use online servers. Knowledge of various strategies allows
When a teacher aligns their instruction and assessment with learning goals they can
examine a student’s “degree of success” (Burden & Byrd, 2015, p. 297). This alignment is also
crucial when preparing a test, and the relation between instruction, assessment, and learning
outcomes of instruction” (Burden & Byrd, p. 297). Once you identify outcomes, which should
include objectives, a teacher can create a test that emphasizes the instruction. A teacher can then
determine how many questions should be focused on each objective. When deciding on
assessments other than tests, teachers will use the learning goals to make the right decision.
When the learning goals require a higher domain of thinking, the assessment must incorporate
higher levels. Evaluating learner progress against content standards is also crucial for students’
success. If students are not meeting content standards, they will not build the necessary
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foundation for their current class or for years to come. By evaluating the progress against the
standards weaknesses can be addressed, and instruction can be personalized for each student.
Also, a teacher can assess their own instructional plan and can identify which standards need to
be reinforced.
Data Talks and Data Notebooks involve students in their own learning, motivate them to
reach goals, help students understand academic language, encourage them to work on individual
needs, and creates an inspired classroom environment (Power, 2012). A Data Talk is where a
teacher presents data from assessments to their students, either individually or in a group, and
compares the data to previous results, goals, and grade-level standards. The data can be based on
class averages in a group setting or on independent scores for individuals. By presenting this data
directly to students they become active in their own learning process. Students can now identify
and analyze their own needs in the classroom and can practice skills they have not yet mastered.
When students know the specific details about their progress, and can see the exact steps for
improvement, they are able to visualize their goals and attain them. Students will use academic
language in the context of these talks and become familiar with terms that will be used to assess
them throughout their schooling. For whole class Data Talks, students can challenge one another
and celebrate together when goals are reached. In Mrs. Graves 2nd grade class, for example, the
students cheered when their class averages were revealed. In each area the class either met their
goal or exceeded it (Lucio, 2010). The positive feedback these students gave one another
encourages success, and motivates students to not only succeed as individuals, but also as a team.
However, facilitating Data Talks and dedicating time to use Data Notebooks takes time
away from classroom instruction. A student at Sue Cleveland Elementary School explains that
for Math the students receive graded work every Monday, which they will then graph in their
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Data Notebooks (SCEPBIS, 2013). While this might be manageable for elementary students who
have the same teacher for all subjects, there might not be enough time per class in secondary
schools. In addition, these strategies will most likely work best if adopted by all teachers in a
grade level so that students have a comprehensive set of data for all subjects. Unless Data
Notebooks are required by administrators, teachers might be unwilling to take on the extra work.
For whole class Data Talks, some students who are struggling might blame themselves for not
meeting a goal, or for lower scores. While sharing data is meant to motivate students, the lower
performing students could become discouraged and take class results personally. High stakes
testing is already a controversial issue, and the pressure that comes from Data Talks could be
Classroom Response Systems (CRS), such as clickers or apps like Poll Everywhere, are
hardware and software which allow teachers to pose multiple-choice questions that each student
can answer with a handheld transmitter (Bruff, 2010, para. 2). The software then collects the
answers and produces a bar chart that can be presented to the class. Teachers can instantly
identify where to start instruction to address the needs of their students. A CRS will encourage
students, and addressing the needs of the class (Bruff). Attention is maintained because students
must answer the questions to receive points, whether those points are for correct answers or
participation will also affect how focused students will remain. Students can collaborate before
answering questions and discuss them once results are revealed using a CRS. Even those
students who normally dread answering questions out loud will be actively participating thanks
to the anonymity of the system. Additionally, once the teacher knows how well their students
understand the material they can address only what the class needs and eliminate unnecessary
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repetition. Although a CRS can be a powerful tool, there are those who might not actively
participate because of the system. Students may simply select answers at random if the points are
not graded on correctness, which skews the instant data and will not promote discussion. Also,
students could become bored of the routine, and become disengaged whenever the CRS is used.
Like any other strategy, teachers must use the CRS to engage students.
Accessing and managing student data is crucial for teachers to assess their students’
progress and the effectiveness of their own instruction. Collecting and analyzing student data
helps teachers “adapt curriculum to students’ specific levels” (Segre, 2014, para. 4). When data
is collected and managed throughout a student’s academic career teachers can identify strengths
and weaknesses, see improvements, and then individualize the teaching strategies that will help a
child succeed. However, student data is now mostly online, and families worry about how this
data is stored, shared, and protected. In most cases, schools use third party cloud providers like
Google, Amazon, and Microsoft to store data on their servers (Segre). Storing data on a cloud
provider causes fear for privacy. Many believe marketers can gain access to student data and
target students as consumers. Another concern is data breaches, which could release sensitive
information such as Social Security numbers onto unsecured web servers. Finally, student data
will follow a student to each class, and may cause teachers to judge them or make assumptions
before they even meet. If a student was once a trouble maker, or unfairly judged by a previous
teacher, the data will not allow a student to start anew. Since student data is necessary for
teachers to help their class reach their full potential, educators must learn how to properly protect
student data. Using FERPA compliant companies, reading the fine print on agreements, and
being aware of bias are all necessary aspects of managing student data.
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References
Burden, P. R., & Byrd, D. M. (2015). Methods for effective teaching: Meeting the needs of all
students (7th ed.). Boston, MA: Pearson.
Power, M. (2012). NWEA Map Goal Setting introduction (3:23). Retrieved from
https://www.youtube.com/watch?v=lYRWdEQp4ic
SCEPBIS (2013). Sue Cleveland Students Discussing Data Notebooks (4:05). Retrieved from
https://www.youtube.com/watch?v=cGZZS4RJmtc
Segre, F. (2014). What's really at stake? Untangling the big issues around student data.
Retrieved from https://www.kqed.org/mindshift/35439/whats-really-at-stake-untangling-
issues-around-student-data-privacy