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Tomlinson, Carol Ann – Educational Leadership, 2015
This article describes a language arts teacher's two-tiered way of using assessment data, which uses both standardized assessment data and teacher-created "skills" inventories. Standardized test data may help see where a learner performed in a previous year on items that often do not line up too well with future content. Standardized…
Descriptors: Standardized Tests, Skill Analysis, Data Analysis, Progress Monitoring
Datnow, Amanda; Park, Vicki – Educational Leadership, 2015
School leaders are often drowning in data but are unsure which forms of data will help them create a portrait of student achievement that will motivate staff to look beyond simple trends and delve deeper into root causes. Teachers often wish for more guidance on the kinds of data analysis and teaching strategies that will help them move the needle…
Descriptors: Evaluation Utilization, Data, Data Analysis, Data Interpretation
Hess, Frederick M.; Mehta, Jal – Educational Leadership, 2013
Data-based decision making is all the rage. Secretary of Education Arne Duncan (2009) has emphatically declared, "I am a deep believer in the power of data to drive our decisions. Data gives us the roadmap to reform. It tells us where we are, where we need to go, and who is most at risk." In the past few years, all 50 states have adopted most or…
Descriptors: Educational Improvement, Decision Making, Change Strategies, Educational Change
Smith, Rich; Johnson, Marcus; Thompson, Karen D. – Educational Leadership, 2012
A low-performing California school district experienced a dramatic turnaround when faculty members began studying student assessment data and working together to ensure students had the support they needed. Sanger Unified School District began its reform journey in 2004 when district leaders launched an effort to focus deliberately on student…
Descriptors: Educational Strategies, Educational Change, School Districts, Low Achievement

Brimijoin, Kay; Marquissee, Ede; Tomlinson, Carol Ann – Educational Leadership, 2003
Asserts that collecting assessment data from students is key to shaping effective instruction. Both informal and formal data about student learning not only shape instruction but also determine its effectiveness. Contends that continuous assessment that drives curriculum is a means of enhancing student and teacher performance. (Contains seven…
Descriptors: Academic Achievement, Data Collection, Data Interpretation, Educational Assessment