What Are The Five Major Elements Of Data Driven Instruction Essay

Justify the types of records you would keep for assessment and in the wider context of your teaching.

Assessment and data driven instruction are a vital part of teaching. Assessments are used frequently to guide the proceeding lessons. I am interested in learning more about the different types of assessments and the appropriate uses of each. I think it is critical as a future teacher to have many resources to back up my techniques, especially with the growing interest in data and tracking students’ progress. Gathering information about assessments will allow me to broaden my own techniques and strategies that I use in the classroom, more specifically the ways in which I grade and provide feedback on assessments so that students can use that feedback in a positive way. In my past experiences I have noticed my cooperating teachers providing grades on all assessments with no feedback because they want the students to correct their own mistakes. This may work on summative assessments but I think that there needs to be comments on formative assessments so that students know how to correct their mistakes for the end of the unit tests.

The major emphasis in education for the 21st century is on data driven accountability measured by student performance on standardized testing. National and state expectations require students to demonstrate mastery of curriculum objectives. Instructional objectives are the focus of the building principals to show measurable student progress. The improvements are evaluated based on data and monitoring of the curriculum.

Data-driven instruction means teaching needs to be based on data. The No Child Left Behind Act holds schools and districts responsible for student’s achievement, which implemented schools to collect, store, and manipulated data to modify the instructions. Teachers are held responsible for student reaching their goals. The teacher is able to show improvement by using the data that is collected. In attention, the teacher is about to use the data to show improvement. The data could also be used to modify instructions. The teacher is able to use the collected data to modify instruction to meet the students’ needs. For example, if the teacher is collecting

The third instrument that I will use will be student summative assessment data in relation to how effective students transition from one level to the next with and without built in intervention to the SRA program all the way through to grade level reading.

Assessments are vital to the educational process. They provide feedback about what the students know and what they may need to learn in order to obtain the content within a given curriculum. It provides teachers with a glimpse into the student’s readiness on a particular topic or subject. One of the six key principles of having an effective differentiated classroom is having a formative assessment that informs teachers on the effectiveness of their teaching. It also provides teachers with the readiness levels of their students and shows them exactly where the students’ readiness, interests, and learning profile needs really are (Tomlinson, 2014).

Richards, we discussed how the teachers within our school study the data of each student. She explained that data needs to be collected for all interventions and that it is very important to have at least six to eight weeks of data. The intervention should have specific target skills and goals. Student goals should be created so that they can have quantifiable data. For example they should be written as “Jimmy will read 40 out of 46 sight words” instead of “Jimmy will increase his reading skills.” Also the goals should be created so that the target is something that is attainable in a six to eight week intervention period. Many teachers create an intervention binder or folder for their students to collect data in. The school district I am in uses a form that has the goal, skill, date of intervention, data of progress, and other components on it so that teachers use a uniform data sheet that can be understood by everyone (H. Richards, personal communication, March 16,

Specific quantitative data, such as assessments and student work helped to identify the instructional areas they should be targeted by our educators. However, the qualitative data collected (surveys), connected directly to my identified root cause and gave me a deeper, clearer

We’ll presume that you find measures that are (a) clearly related to your objectives and (b) reliable and valid. How will you determine that these measures are appropriated for the social class, literacy levels, and cultural backgrounds of your participants?

Provided staff professional development on formative assessment, effective lesson planning, Professional Learning Communities, Marzano’s Instructional Strategies, and student friendly learning scales

Formative assessment provides feedback to teachers and students of their current performance, achievements, strengths and weaknesses

The sub-standards for data evaluation 6(L) and 6(C) address educators understanding how to analyze testing data and make appropriate plans of action based on results for the student’s educational needs. The unit plan required me to build charts and comprehend data that was given in a chart. From evaluating created bar graphs with data I was able to analyze the material and comprehend what the child’s needs are. This allowed me to compare different groups of students and compare the results of select groups next to one another. As for guiding learners to be able to examine their own performances and peer performances with sub standards 6(F) and 6(M), the students will use peer assessment and self-assessment to evaluate their progress. The students will use questions providing in a rubric to help lead the students to assess one another. This will guide the students on setting their own goals by evaluating themselves and by helping

Aurum Prep will comply with all compliance and reporting requirements and we are committed to the going use of data to make decisions. In fact, an innovative aspect of our school design is centered around data days, which are full day staff professional development day held every other month. Data Days allow us to work with teachers and staff to analyze the progress of all students in all tested subject areas. This information is used to make school-wide decisions that include but are not limited to: grouping of students, adjustment in curriculum guides, targeted tutorial for students, and creation of teacher improvement plans. We believe this structure in particular is an innovative feature that will allow Aurum Prep to use data effectively and also make important shifts informed by data.

Throughout, the unit students will employ data from multiple sources in order to evaluate the merit and validity of their claims, methods, and designs. Subsequently, communicating information, evidence, and ideas can be done in multiple ways: using tables, diagrams, graphs, models, interactive displays, and equations as well as orally, in writing, and through extended discussions. These are all used in the following unit the use of technology has importance as a 21st century skill. As does students creating, evaluating data and communicating their findings with their peers or additional audiences. This not only develops their knowledge but is also rooted in

The Role of Data-Driven Learning and Traditional Instruction of Vocabulary in an English as a Foreign Language (EFL) Context (in Secondary School)