Data Driven Instruction

Introduction

Quantitative data in the classroom entails more than just numbers in the grade book, it also provides a way to measure whether learning is taking place, to what degree, and in what ways.  As discussed in the Contextual Statement section of this work sample, data can also tell an instructor the learning needs of the students in the class.  In the following pages, I will apply this concept to one unit of social studies curriculum and demonstrate its usefulness in such a context.  I will do so through introducing the data collected, interpreting its meaning, and drawing conclusions to show the degree to which learning occurred.

Data Collection

The most effective data on measuring learning comes from assessment.  As such, I selected three significant assessment points to represent overall learning trajectory:  pre-assessment, mid-assessment, and post-assessment.  The details of each point are included below.

1. Pre-assessment.  The importance of pre-assessment data is to discover what knowledge about an academic area, as well as what skills, students already possess.  During my introductory lesson to the unit on The Spread of Communism, I planned to distribute a two-page pre-assessment handout.  This handout consists of six multiple choice questions and four short answer questions.  Each question touches on a topic I taught during that unit.  My thought was to use many of the questions to create the post-assessment to track the understanding of certain information and skills.  However, I ran into logistical difficulties that skewed my data.

In discussing the assessment plan with my cooperating teacher, slight disagreement and miscommunication occurred.  She asked that I make available the handout to students who wanted to complete it after finishing the unit exam for World War II—“after” meaning that same class period.  Because the unit exam took the entire period—and lunch for some as well—for students to complete, there was no time to complete my handout that day.  This logistical situation made only possible for students to take it home as homework.  Upon receiving only ten completed sheets the next day, I discovered another unexpected problem—most students used outside resources to complete it.  I am happy that they know how to research, but that was not the time for it.  The result was seven pre-assessments answered perfectly, thus proof of outside help and not usable data.  However, the three other handouts were completed as intended—and their score reflect that observation.

In analyzing Figure 1, the average score reflects what someone might expect, although it should be noted that the score of 36.7% is based only on three submissions.  Further scrutiny in Figure 2 shows an average of 50.0% on the multiple choice section, meaning it shows greater student achievement than the short answer section.  Perhaps it is easier to answer questions when the answers are somewhere on the page.

2. Mid-assessment. The importance of mid-assessment is to discover learning while it is taking place (formative assessment).  This tool allows educators to track students’ progress anytime during a learning unit.  Information gained gives teachers guidance in how to teach the remainder of the unit, what to re-teach, and what strategies will be needed to do so effectively.  During the Spread of Communism unit, I administered a quiz at the midway point.  This quiz was in the form of a reflection question that required students to draw on prior knowledge from the first half of the unit, to make a prediction based on that knowledge, and to produce a well-constructive paragraph to demonstrate these skills through subject content.

In analyzing the data for the mid-assessment exercise, please note Figure 1.The graph shows improvement from the pre-assessment to the mid-assessment (36.7% to 53.8%).  It is expected that the average would increase considerably due to unit curriculum being taught at this point.  By looking at Figure 3, one can note the same score as in Figure 1—for the obvious reason that the mid-assessment only contained a long answer question.  Scores received on students’ paragraphs are based on a rubric that evaluates grammar and spelling, a well-crafted thesis statement, and clear supporting evidence.

3. Post-assessment.  The importance of a post-assessment in any instruction is to discovered what students learned by the end of the instruction (summative assessment).  It also provided the final point in which teachers can track student progress during a unit (when compared to earlier unit assessments).  The item I chose for my post-assessment was a unit exam.  The format resembles previous unit exams my cooperating teacher has administered throughout the year.  Its components are:  1) a multiple choice section, resembling questions that may appear on the Global History Regents Exam; 2) a short answer section, allowing student to think deeper on ideas and concepts taught; and 3) a long answer section, giving students the ability to demonstrate big picture ideas in written form, and to develop and assess their writing skills.

Data for the post-assessment indicates that students continued to improve as a class in their learning (66.5%.  See Figure 1).  While this average is seemingly low for a post-assessment, it should be noted that progress has taken place steadily throughout the unit, and scores on this exam exceed those scores of the previous unit exam (65.1% average).  So, it can be assumed that overall semester improvement is occurring as well.  Figure 2 tracks improvement in multiple choice scores from the pre-assessment to the post-assessment (50.0% to 65.6%), and Figure 3 tracks progress in long answer responses from the mid-assessment to the post-assessment (53.8% to 57.5%).

Findings

The data reported and analyzed in the prior sections of this report illustrates overall conclusions that can be drawn about student learning during the Rise of Communism unit.  Quantitative findings indicate that student scores improved 17.1% from pre-assessment to mid-assessment, and another 12.7% from mid-assessment to post-assessment.  These percentages create an overall improvement of 29.8% from beginning to end of the unit.  Qualitative findings indicate that student learning achieved moderate improvement.  Again, it is the fact that the class average for the post-assessment is low, and that it is most important to note progress, however, much room for improvement can take place in this class.  With the average score hovering just above passing, several students could find themselves in academic trouble.  With the data on multiple choice assessment versus long answer assessment, it is noted that students achieved much better with the former.  While this outcome is expected, I think teaching more writing skills could improve the outcome.

Implications

From the data reported, analyzed, and interpreted above, much can be said about instruction going forward in the semester.  Additionally, much can be said about my own use of data going forward in my career.

Within the tenth-grade global history classroom, data reported shows a need for student achievement and learning, especially with writing skills.  Perhaps even more important, students are not grasping big picture ideas and themes needed to construct their own learning.  With many data points within the 50-65% range, some key instructional strategies could be better implemented.  Finally, the data reported in the instructional unit suggests that occasional formative assessment tools should be used going forward on a regular basis.  As an aside, my unit on communism was the only unit in which students received formal pre-assessment and mid-assessment all semester, so I am pleased with the results of introducing new structure into the classroom.  Perhaps faster progress can occur for the remainder of the semester if my cooperating teacher incorporates this structure into her teaching.

In reflecting on my own career and teaching, I see data analysis as very useful in the future.  Before this work sample, that only quantitative data with which I was familiar was in the grade book.  Now I see that numbers are much more powerful indicators of what, when, and how learning is occurring—and when it is not occurring.  In the years ahead, I will use the aspects of data analysis applied here to better differentiate my instruction.  I note the fast-increasing need for differentiated curriculum, so another tool that allow me to do so is greatly appreciated.