Over the last two years of teaching, the word data has been a non-stop push in my direction and school districts nationwide. I have worked with my colleagues to determine essential standards that will be taught, tested, and given to all students in that course, no matter the teacher. This fall, our new testing software will increase the conversation about data as it becomes more prominent for teachers and administration.
Yet, why is there a continuous push for data?
This question is one that I have been still trying to answer, and there is no correct answer. Over time, I have realized how I can use it to help improve my teaching and its purpose.
So, how do I use assessment data in my teaching practice?
When I assess in my classroom, I review the test to ensure it aligns with the curriculum, standards, and learning objectives I taught. It is a task I do multiple times as I create my units and lessons and the assessment date gets closer. I make any adjustments and wait to review the data. After my students take the assessment, I analyze it, look at the average, commonly missed questions, and more to reflect on.
Post-assessment, I meet with my colleagues to discuss the data. In these conversations, we dive into numbers to understand the highs and lows and see how to improve the assessment. We also problem-solve by sharing how we taught certain aspects to see the differences between the teaching styles and trying to help improve teaching practices. We also look at the different subgroups, such as English language Learners (ESL) and Special Education students, to analyze accommodations and wording to help those students.
How can I use data to transform my teaching?
Post-assessment, I meet with my colleagues to discuss the data. In these conversations, we dive into numbers to understand the highs and lows and see how to improve the assessment. We also problem-solve by sharing how we taught certain aspects to see the differences between the teaching styles and trying to help improve teaching practices. We also look at the different subgroups, such as English language Learners (ESL) and Special Education students, to analyze accommodations and wording to help those students.
How can I use data to transform my teaching?
I have created a meaningful approach for how I want my students to grow as learners and improve using the test results in a culturally relevant way (Montenegro & Jankowski, 2017). For example, after I give an assessment and make notes about the data, I talk about the test with my students for feedback and thoughts. I take the commonly missed questions, the overall data, and the questions and discuss them with the students. During this time, my point is to help my students see where they might have gone wrong and prepare them with silks to prepare them for their next assessment better. I am also able to hear their feedback. I started doing this because typically, students take the test, and there isn’t a conversation about it unless it is a negative experience. They need to be discussed with those taking them to make meaning of assessments.
How do I plan to use data in the future?
As I prepare for the fall, I want to provide more written feedback with overall grades that shows my students their continued growth. I also want to give my students more opportunities to engage with assessments and discuss the data with their peers. With data at the forefront, I want to use it constructively to support my students.
References
Montenegro, E., & Jankowski, N. A. (2017). Equity and assessment: Moving towards culturally responsive assessment. (Occasional Paper No. 29). University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
Montenegro, E., & Jankowski, N. A. (2017). Equity and assessment: Moving towards culturally responsive assessment. (Occasional Paper No. 29). University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
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