Assessment data is only as good as what is done with it. Analyzing assessment data can inform decision-making at instructional, programmatic, and systemic levels within a district. Educators can use assessment data to make instructional decisions that best suit learner-needs. Assessment (and other) data about subgroups of students can inform district programmatic decisions and trigger improvements in targeted services. District-wide assessment data can inform systemic decisions that result in widespread improvements throughout the district. How and by whom assessment data is being analyzed and used should be transparent and understood by everyone in the district, including students, families, educators, administrators, and policymakers.
The Center for Inclusive Technology in Education Systems (CITES) uses an iterative design-thinking process, in partnership with local districts, to identify and refine a set of promising practices that enhance assessments within an inclusive technology ecosystem.
Actions districts can take to analyzing data for decision-making include:
- Use assessment data to drive instructional decisions.
- Include assessment data in programmatic decisions.
- Use assessment data to inform systemic decisions district-wide.