Cases of Teachers’ Data Use addresses applications of student data beyond theoretical, school-, and district-level examinations by presenting case studies of teachers’ data use in practice. Within the context of data-driven education reform policies, the authors examine the effective and ineffective ways that teachers make use of student data in instruction, evaluation, and planning. Promising practices, based on the empirical research presented, offer strategies and routines for sound data use that can be applied in schools. Chapters written by scholars from diverse methodological perspectives offer readers multiple lenses to use in considering issues of data use such that current theoretical assumptions may be challenged and the field advanced. This uniquely focused yet comprehensive work is an indispensable resource for researchers and students interested in classroom assessment and for professionals looking to support teachers’ use of student performance data for adaptive instruction.
Table of Contents
Preface, Helenrose Fives and Nicole Barnes; Foreword, James Spillane 1. Context for Data Use and the Emergence of Promising Practices, Andrea Conklin Bueschel 2. Teachers’ Practice Based Data Use Strategies, Helenrose Fives and Nicole Barnes 3. Following the Path of Greatest Persistence: Sensemaking, Data Use, and the Everyday Practice of Teaching, Carolyn J. Riehl, Hester Earle, Pavithra Nagarajan, Tara E. Schwitzman, and Laura Vernikoff 4. Using a Learning Trajectory to Make Sense of Student Work for Instruction, Caroline B. Ebby 5. From Focusing on Grades to Exploring Student Thinking: A Case Study of Change in Assessment Practice, Stephanie Rafanelli, Hilda Borko, Matthew Kloser, and Matthew Wilsey 6. Using Data Meaningfully to Teach for Understanding in Middle School Science, Melissa Braaten, Chris Bradford, Sadie Fox Barocas, and Kathryn L. Kirchgasler 7. Using Standardized Test Data as a Starting Point for Inquiry: A Case of Thoughtful Compliance, Brette Garner and Ilana Horn 8. Beyond Matchmaking: Considering Aims for Teacher Data Use, Margaret Evans, Priya LaLonde, Nora Gannon-Slater, Hope Crenshaw, Rebecca Teasdale, Jennifer Green, and Thomas Schwandt 9. Moving Beyond Academic Achievement: Using Non-Academic Data to Identify and Support Struggling Students, Tammy Kolbe, Katharine G. Shepherd, and Jonathan Sessions 10. "Everyone’s Responsibility": Effective Team Collaboration and Data Use, Amanda Datnow, Vicki Park, and Bailey Choi 11. Adjustment in Practice: A Critical Response to Data-Driven Instruction, Nora M. Isacoff, Dana Karin, and Joseph P. McDonald12. Promising Practices for Data Use for Literacy and Language Development of Kindergarten Students, Tonya R. Moon, Catherine M. Brighton, Jordan M. Buckrop, Kerrigan Mahoney, and Marcia A. Invernizzi
Nicole Barnes is Associate Professor of Educational Foundations in the College of Education and Human Services at Montclair State University, USA.
Helenrose Fives is Professor of Educational Foundations in the College of Education and Human Services at Montclair State University, USA.
"This is exactly the right book at exactly the right time! Working through an inspired research initiative from the Spencer Foundation, Nicole Barnes and Helenrose Fives have brought together the findings from eleven research teams who rigorously and creatively addressed the potential of using data effectively in schooling. Filled with great examples, counterexamples, insights, and pitfalls, this work will become a bible for educators dedicated to improving practice through data use."
—Jeffrey Smith, Chair in Education and Associate Dean for University Research Performance at the University of Otago, New Zealand
"Cases of Teachers’ Data Use is an invaluable resource that sits at multiple crossroads. It is scholarly in form yet practical in substance. It acknowledges the pressures and opportunities of the accountability era while leveraging the potential of promising teacher practices. It holds firm to the science of psychometrics while illustrating the application of assessment literacy by real teachers in real classrooms. The ultimate purpose of assessment is student learning: Barnes, Fives, and their contributors not only make the case for why, but they show us how."
—Chris Gareis, Professor of Education at the College of William and Mary, USA, and co-author of Teacher-Made Assessments: How to Connect Curriculum, Instruction, and Student Learning
"One of the best ways to support teachers in using classroom-level data is by sharing examples of promising practices. The case studies in this book do just that. Until now, information about data use was limited to the collection of data. The examples compiled here go beyond data collection to include the essential processes involved in analyzing, interpreting, and applying assessment results in order to make sense of student thinking and inform instructional decisions."
—Heidi Andrade, Associate Professor of Educational Psychology and Methodology at the University at Albany, SUNY, USA