Using Student Performance Data to Strengthen Assessment and Instruction
Section 1: Using Assessment to Drive Instruction (2 pages)
Describe at least two examples of two types of assessments: formative and summative assessments. Explain
the purpose for using each these particular forms of assessment, and how data were utilized to drive
instruction. Provide examples of how the data improved student learning. Be specific and provide details to
support your choices.
Section 2: District Practices-Standards Based Teaching and Learning
Part 1 (1 Page)
Which aspects of the information described in Figure 2.2, “Conceptual Framework for Data Driven Decision
Making,” on page 34 of the Mandinach and Jackson (2012) text, were you able to obtain? What does the data
tell you about the district’s use of standards-based teaching and learning? Be specific and provide examples.
Part 2 (1 Page)
Complete this task focusing on a specific grade level. (3rd grade)
Review Figure 2.6, “Abbott’s Framework of Improvement and Readiness,” on page 39 in the Mandinach and
Jackson (2012) text. How would a district fare in response to this process? Explain what you perceive to be the
use of student performance data to lead instruction and school improvement efforts. Be specific and provide
examples.
Section 3: Describing the Relationship (2 pages)
Finally, address the following question: What is the relationship between assessment, data, and instruction? As
a CIA leader, what strategies will you implement to make sure the relationship remains stable and effective? Be
specific and provide examples.
Sample Solution
Using Student Performance Data to Strengthen Assessment and Instruction
Assessment allows both instructor and student to monitor progress towards achieving learning objectives, and can be approached in a variety of ways. Formative assessment refers to tools that identify misconceptions, struggles, and learning gaps along the way and assess how to close those gaps. It include effective tools for helping to shape learning, and can even bolster students` abilities to take ownership of their learning when they understand that the goal is to improve learning, not apply final marks (Trumbull and Lush, 2013). In-class discussions and clicker questions are examples of formative assessment. In contrast, summative assessments evaluate student learning, knowledge, proficiency, or success at the conclusion of an instructional period, like a unit, course, or program. Standardized tests and final projects are some of the examples of summative assessment.
