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Students & Data

Literacy

Chelsea Force
Dr. Michael Radloff, EDC 250
July 8, 2018
What is Data Literacy?
Data literacy is “the ability to
transform information into
actionable instructional knowledge
and practices by collecting,
analyzing, and interpreting all types
of data” (Mandinach, 2013, para. 8).
Sources of Data
Data sources can include:
● Assessments
● Demographics
● Attendance
● Health
● Behavior
● Observations
● Classroom activities
Data can be collected from many different
sources that are unique to the student
Data Literacy Assessment Literacy
● Data literacy is drawn ● Assessment literacy is a
from many diverse component of Data
sources. literacy.
● Assessments are one of ●● Assessment literacy comes
the sources used for Data from one source.
literacy. ● Teachers use assessment
● Teachers take information literacy to evaluate testing
from data to evaluate methods and testing
many aspects of teaching. content.
Q: Why is Data Literacy important?
A: Information from diverse
data sources help teachers:
● Evaluate classroom
management
● Select instructional
strategies
● Create effective
presentation of content
● Understand their students
beyond test scores
Q: Why is Assessment Literacy
important?
A: “Teachers can use the
information and scores
from formative and
summative assessment to
plan effective lessons
that ensure that all
students are learning at
an optimal level” (Lynch,
2014, p. 239).
Summative Formative
Assessment Assessment
● Takes place at the end of ● Ongoing collection of
lesson or unit. information during a
● Determines mastery of ● lesson.
material or skill. ● Checks for understanding.
● High stakes. ● Low stakes.
● Examples: Finals, ● Examples: Bellwork, Exit
Midterms, and End of the tickets, and observations
year project. done by teacher.
Why your student
should be
INVOLVED in
DATA-DRIVEN
INSTRUCTION
1. Students can analyze their
strengths and weaknesses

Using graded classwork, homework, and


tests as data sources, students identify
their strengths and weaknesses to
improve their work (Berger, Rugen, &
Woodfin, 2014).
2. Students can track their
progress
With consistent analysis students can use
assignments and assessments to
determine trends in the data. Students
visually see where they started and when
they improved. This helps determine WHY
they improved (Berger, Rugen, & Woodfin,
2014).
3. Students can set goals and
reflect
Students set PERSONAL
goals that they understand,
thanks to the data they
gather (Berger, Rugen, &
Woodfin, 2014). Students
own these goals because
they set them!
Setting Goals
● Make students aware of starting
point.
● Move from generic goals to
student-determined, targeted goals.
● Review data with students.
● Provide clear guidelines and rubrics.
● Help formulate attainable goals that
will motivate, not discourage.
● Provide safe classroom culture,
where students will not feel judged.
To engage students to
analyze data:
● Give students access to their
scores for in class assignments
AND standardized tests.
● Require students to track data in a
portfolio or on a spreadsheet.
● Have students set their own goals,
write them down, and ask how they
plan on reaching that goal (Li,
2017).
● Meet with students to discuss
progress, concerns, and goals.
Let students be more responsible
for their learning. Help students
make the connection between hard
work and achievement. Involve
students in data-driven instruction.
References
Berger, R., Rugen, L., & Woodfin, L. (2014). Making students partners in
data-driven approaches to learning. Retrieved from https://www
.kqed.org/mindshift/37598/how-students-can-be-partners-in-data-d
riven-approaches-to-learning

Li, D. (2017). Why student data should be students’ data. Retrieved from
https://www.edutopia.org/article/why-student-data-should-be-stud
ents-data

Lynch, M. (2014). The call to teach: An introduction to teaching. Upper


Saddle River: NJ: Pearson.

Mandinach, E. (2013). Data literacy vs. assessment literacy. Retrieved


from http://www.msdf.org/blog/2013/09/ellen-mandinach-data
-literacy-vs-assessment-literacy