Data Driven Instruction for Online Teaching and Learning

The way we use the results from student assessments to plan instruction.

The way data is used to comply with federal regulations related to funding.

How do we know they know?

How did we used to know they knew?

What are the “formal” elements?

1. Baseline data2. Clear goals3. Regular assessment4. Well-planned instruction

1. Baseline data2. Measurable goals3. Formative assessment4. Focused interventions

What baseline data are we gathering?

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How do we gather that baseline data?

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What do we do once we have that baseline data?

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How do we provide feedback on that data?

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What is the difference between weaknesses, challenges,

and critical needs?

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How do we select key indicators for success in our online classrooms?

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How do we identify mastery levels?

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What data are we using to guide our teaching strategies?

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The percentage of students who scored over 85% on the final research paper will increase from 70% to 90%.

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The percentage of students who can identify the components of a structured narrative will increase

from 30% to 90%.

baseline data measurable goals formative assessment focused interventions

McLeod:

1. A measurable baseline2. A measurable target3. A specific timeframe4. Specifics as to what is being assessed5. Method of assessment6. Focus areas that guide future action needed to

reach the learning target

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Why do we establish goals before we know what our students know?

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Should we be calling them competencies instead?

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How does data drive formative assessment?

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What does the data driven feedback loop look like?

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Who sees the data?

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With whom do we discuss data related to student progress?

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What is the data telling us to do?

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How does data inform an intervention?

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Target. Focus. Plan.

baseline data measurable goals formative assessment focused interventions

What evidence do we have that what we are doing is working?

baseline data measurable goals formative assessment focused interventions

How will we respond if what we are doing is not working?

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Do our formal/informal assessments lead to targeted changes in our

teaching approaches?

What data are we really looking for?

Where are we going to find that data?

What are we going to do with that data?

What instruction will you develop to fill in the gaps in student learning?