Skip to main content
padlock icon - secure page this page is secure

‘We’re keeping on top of the students’: making sense of test data with more informal data in a grade-level instructional team

Buy Article:

$54.00 + tax (Refund Policy)

Internationally, there has been a policy push for using student data for instruction. Yet, research has noted few examples of actually understanding how this data-use practice takes place. This study presents a case of an instructional data team making sense of student data. The study shares data to show how teachers’ process for using data to inform their instructional choices is an interpretive one. The study also highlights the fact that, to make sense of test data that are often incapable of capturing backstories of students’ work in school, teachers draw upon informal data that they glean from their observations of and interactions with students. The collective data in the heads of teachers emerge through data team discussions. We conclude with implications for policy, professional learning, and teacher development.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Keywords: Data-informed instruction; teacher development; teacher teams; teacher thinking

Document Type: Research Article

Affiliations: 1: Children’s Museum of Pittsburgh, Pittsburgh, PA, USA 2: McREL: Pacific Center, Honolulu, HI, USA

Publication date: January 1, 2018

  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more