Valuable data

Valuable performance data

Student performance data must have value.

Performance data is not right or wrong. It is valuable or not. The value comes from the data’s ability to answer questions about students, instruction, or programs.

Valuable performance data answers questions about student learning, provides feedback on growth, and gives insight to the effectiveness of instructional practice.

What do we need to learn about our students?

Useful performance data comes from planning instruction and assessment for a specific reason.

Performance data sources:

  • Assessments
  • Curriculum-embedded work
  • Writing
  • Tasks requiring students to show thinking

Data for instruction, students, or curriculum

Effective instructional practice

Implement common instructional methods or techniques with an activity or assessment to measure effectiveness based on similar teaching methods and materials.

Performance tasks or writing prompts generate a stronger insight into instruction than a multiple choice assessment. Student evidence of thinking provides a window into instructional effectiveness.

More information from student skills

Critical skills and knowledge provide a base for future learning and are necessary to move students along a learning progression.

Common formative assessments do not have to be formal, just designed to show how the students apply or use their skills. In some content areas, this requires action, either writing or a presentation.

Curriculum quality or effectiveness

  • Is the curriculum is working?
  • How does it compare to the previous material for the same learning outcome?
  • Is the rigor and complexity meeting our needs?

New textbooks and material bring new resources, with little real-world data on their quality and effectiveness. Until the students and teachers use the documents, it is hard to measure their value and efficiency.

Online assessment platforms make it possible to compare current results against previous data from similar standards and provides a baseline to analyze the strengths and weaknesses of new material.

Professional development worth

Teachers trained in new techniques implement them and administer a common assignment or assessment. This data provides feedback for benefits of future use, more training, and for professional development providers.

District program participant data

Effectiveness of district programs?

  • English Learner
  • Special Education
  • Intervention
  • Afterschool

Assessment or task designed with …

  • current instructional standards
  • focus on program participants
  • administered to all students
  • perspective on effectiveness and gaps

Monitor students after intervention or support

Often students with previous performance issues have growth, exit from intervention or support, and then return to struggling.

Do you have a system in place to monitor students that exit intervention and moved back into regular instruction?

What issues will trigger additional support for these students?

  • Low grades
  • Skills deficiencies
  • Knowledge deficiency in content areas
  • Weak aggregate performance data
  • Poor attendance