To effectively use a variety of student data—including assessment data—teachers must possess both assessment literacy (the ability to design, select, interpret, and use assessment results appropriate for educational decisions) and data literacy (the ability to understand and use data to inform decisions).
Data from technology-based assessments and data systems hold great potential, but data is meaningful only when educators use it effectively. Despite the consistent pushes for “data-driven decision-making" in schools, teachers, in particular, may feel unprepared to use data to make instructional decisions and improve practice.
Therefore, teachers need ongoing support to strengthen their skills in how to use data to meet the needs of students. Principals play a key role in that support by creating a culture for data-driven decision-making, including making sure teachers have access to students' cumulative records (e.g., disciplinary history, course enrollment), and making links between student assessment results and instructional resources tailored to student learning needs.
Empowering Teachers with Technology: Formative Assessment to Personalize Learning (PowerUp What Works)
Building a Village Through Data: A Research-Practice Partnership to Improve Youth Outcomes (School Community Journal)