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Data-Driven Decision-Making: Facilitating Teacher Use of Student Data to Inform Classroom Instruction
ARTICLE

, Temple University, United States ; , University of Massachusetts, Boston, United States ; , University of Maryland, United States ; , Temple University, United States

CITE Journal Volume 14, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Data-driven decision making is essential in K-12 education today, but teachers often do not know how to make use of extensive data sets. Research shows that teachers are not taught how to use extensive data (i.e., multiple data sets) to reflect on student progress or to differentiate instruction. This paper presents a process used in an National Science Foundation (NSF) funded project to help middle-grade science teachers use elaborate and diverse data from virtual environment game modules designed for assessment of science inquiry. The NSF-funded project dashboard is presented, along with results showing promise for a model of training teachers to use data from the dashboard and data-driven decision making principles, to identify science misunderstandings, and to use the data to design lesson options to address those misunderstandings.

Citation

Schifter, C., Natarajan, U., Ketelhut, D.J. & Kirchgessner, A. (2014). Data-Driven Decision-Making: Facilitating Teacher Use of Student Data to Inform Classroom Instruction. Contemporary Issues in Technology and Teacher Education, 14(4), 419-432. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 26, 2019 from .

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Cited By

  1. Using data to support instructional decision making: Designing a progress monitoring system to use with students who are Deaf or Hard of Hearing

    Simon Hooper, Penn State University, United States; Susan Rose, University of Minnesota, United States; Rayne Sperling, Penn State, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1503–1510

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