The Data-Driven Classroom - How Do I Use Student Data to Improve My Instruction?

Sep 28, 2026

Explores how teachers can use student data to improve instructional decisions, focusing on identifying strengths and deficiencies through assessment evidence. Explains that standardized test data has become an accountability requirement through policies such as No Child Left Behind, Race to the Top, and Common Core State Standards. Defines data-driven educational decision making as examining curriculum and instructional practices in relation to students’ performance, using both local summative and formative assessments. Compares older decision tools like intuition and experience with newer data-informed tools.

LanguageEnglish

CategoryExam

FormatPDF

Pages52

Reading Time2 h 11 min

AccessFree to download

Introduction to Data-Driven Educational Decision Making

The "Old Tools" Versus the "New Tools"

ASCD Craig A.MERTLER Digitized by the Internet Archivein 2022 with funding fromKahle/Austin Foundation https://archive.org/details/datadrivenclassro000mert # THE DATA-DRIVENCLASSRO0M How do I use student data toimprove my instruction? CRAIG AMERTLER AScD |arias www.ascdarias.org Copyright ◎2014by ASCD.All rights reserved.It is illegal to reproducecopies of this work in print or electronic format(including reproduc-tions displayed on a secure intranet or stored in a retrieval system orother electronic storage device from which copies can be made or dis-played)without the prior written permission of the publisher.Readerswho wish to duplicate material copyrighted by ASCD may do so fora small fee by contacting the Copyright Clearance Center(CCC),222Rosewood Dr.,Danvers,MA 01923,USA(phone:978-750-8400;fax:978-646-8600;Web:www.copyright.com).To inquire about site licens-ing options or any other reuse,contact ASCD Permissions at www.ascd.org/permissions,permissions@ascd.org,or 703-575-5749.Send trans-lation inquiries to translations@ascd.org. Printed in the United States of America.Cover art◎2014by ASCD.ASCD publications present a variety of viewpoints.The views expressed or implied in this book should not be interpreted as officialpositions of the Association. ASCD LEARN TEACH LEADand ASCD ARIAS"are trademarksowned by ASCD and may not be used without permission.All otherreferenced trademarks are the property of their respective owners. PAPERBACK ISBN:978-1-4166-1975-8 ASCD product\#SF114082 Aiso available as an e-book(see Books in Print for the ISBNs). Library of Congress Cataloging-in-Publication Data Mertler;Craig A. The data-driven classroom:how doluse student data to improve myinstruction?/Craig A.Mertler. pages cm.—(ASCD ARIAS)Includes bibliographical references. ISBN 978-1-4166-1975-8(pbk.:alk.paper)1.Educational tests andmeasurements.2.Effective teaching.1.Title.LB3051.M46552014371.26—dc23 2014021970 212019181716 345678910 # THE DATA-DRIVEN How do I use student data to improve my instruction? Introduction to Data-Driven Educational Decision Making………………………………………………………………………1 Decision Making for Individual Intervention……………………8 Decision Making for Group-Level Instructional Revisions……………………………………………………………………………14 Action Planning for Future Instructional Cycles………25 Encore……………………………………………………………………………………………………………33 References…………………………………………………………………………………………………40 Related Resources……………………………………………………………………………41 About the Author…………………………………………………………………………42 | Want to earn a free ASCD Arias e-book?
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Thank you! | | --- | # Introduction to Data-DrivenEducational Decision Making Teachers have been using data about students to inform theirinstructional decision making since the early movement toformalize education in the United States.Good teacherstend to use numerous types of data and gather them froma wide variety of sources.Historically speaking,however;teachers have typically not incorporated data resulting fromthe administration of standardized tests(Mertler&Zachel,2006) In recent years—beginning with the adequate yearlyprogress requirements of No Child Left Behind(NCLB)andcontinuing with Race to the Top(RTTT)and the CommonCore State Standards(CCSS)assessments—using standard-ized test data has become an accountability requirement.With each passing year,there seems tobe an increasing levelof accountability placed on school districts,administrators,and teachers.Compliance with the requirements inherentin NCLB,RTTT,and the CCSS has become a focal point forschools and districts.For example,most states now annuallyrate or “grade”the effectiveness of their respective schooldistricts on numerous(approximately 25-35)p

FAQs

What does data-driven educational decision making mean?

It is the process where educators examine assessment data to identify student strengths and deficiencies and then apply those findings to their instructional practice.

Why has the use of standardized test data increased in recent years?

Because accountability requirements tied to policies such as No Child Left Behind, Race to the Top, and Common Core State Standards have made standardized test results a central focus for schools and districts.

What types of assessment data can teachers use besides standardized tests?

Teachers can use local assessments, including summative assessments (tests, quizzes, performance-based assessments, portfolios) and formative assessments (homework, observations, student responses and reflections).

Sep 28, 2026

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