Data-literate educators thoughtfully consider the many different forms of data at play in their classrooms, appreciate the strengths and limitations of each form, and catalogue this information in a classroom data inventory—a systematic list that reminds them of the data at their disposal and when and how to best leverage it.
To thoughtfully consider the many different forms of data at play in their classrooms, many data-literate teachers create classroom data inventories. Powerful inventories have three primary components:
Educators appreciate that classroom data come in many forms (student performance data, attendance data, student demographic data, behavior data, non-cognitive data, among others), come from many sources (interim assessments, student surveys, daily attendance log, measures of grit and perseverance, and so on), and are refreshed at different frequencies (annually, weekly, daily, or more often). There are likely many specific examples within a particular form of data. For instance, examples of student performance data include student-level standards mastery data, independent reading levels, student-level daily exit ticket performance, and so on).
How is each example of data used in the classroom? What decisions are facilitated with each type of data? For example, attendance data may inform particular inferences about students’ learning (wasn’t present to learn the material vs. didn’t learn the material), inform topics for parent/guardian communication, and suggest possible grouping strategies (for instance, creating a group of students who all have high rates of absenteeism may create problems for catching students up later).
The educator understands the limitations of each type of data. For example, student-level standards mastery data provides a high-level view of individual students’ performance against various standards, but item-level data might be useful to better understand why a student (or group of students) performed in a particular way on a standard.
To earn the micro-credential Creating a Data Inventory, you must describe your teaching context (optional) and provide a data inventory that includes a sample of 10 classroom data examples that are representative of the breadth of data regularly used in the classroom (required).
Provide a sample of 10 classroom data examples. You can find an optional template for uploading the submission here: http://bit.ly/1KOMF7N. If you find it helpful to include screenshots of your data, please feel free to include them, ideally pasted below the table in the template (this is optional). If you include actual data, please remove all student identifiers.
Your submission will be assessed on the following rubric. You must earn a (3) Proficient or (4) Exemplary score on this portion of the submission in order to earn the micro-credential.
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