Understanding Teachers' Data Use Practice: Integrating Multiple Data Sources to Differentiate Instruction

• In Event: Hilton Roundtable 2
  In Roundtable Session: Using Data as Evidence for Improving Student Outcomes

Abstract

Teachers often pull from multiple data sources to make instructional decisions, but limited evidence exists detailing how those multiple sources are weighed, interpreted, and reasoned with. This study included three case studies of purposively selected K-12 teachers who exhibited expertise in using a variety of data sources to differentiate instruction. Using think aloud observation-interviews of teachers reviewing data, we found that these teachers frequently engaged multiple data sources—including achievement data, student information, and their own professional judgment—to understand student performance and adeptly meet student needs. Examples of comprehensive data use are shared and implications are explored.

Authors

• Jana Grabarek, Loyola University Chicago

• Leanne Kallemeyn, Loyola University Chicago

• Andy Accettola, Loyola University Chicago