Using Research & Data to Support Student Growth 🧐

Using Research & Data to Support Student Growth 🧐

Sara Rummler VAPA - 2nd Quarter PD

Why Data?

Research & Data

• Data about practices can help teachers add to their toolbox
• Student feedback and teacher observations helped teachers look at how students assess their own learning (DeMoss, K & Morris T., 2002).
• Student agency builds intrinsic motivation
• Transferable skills
• A study found that a control group of students in drama had higher passing rates on a language arts assessments, compared to a control group (Walker, C. & Welstek, G., 2011).

Let's Look at Your Data

Guidelines for data: - data that is authentic - data that you find valuable - not necessarily grades

Questions to Ask Yourself About the Data

• What is this data showing me?
• What was the context when this data was collected?
• What does this data tell me about students' content knowledge versus skills knowledge?
• What strategies have I used that have impacted this data set? (For example, explicitly teaching self-reflection, peer discussions, etc)
• Does the data suggest that the students understood the assignment or task?

What's Next?

• What is a student need as demonstrated by this data?
• "Based on the data I already collect, one common student need is _______."
• What can I do to address this need?
• What can my coach do to help me with this need?

Wrapping It Up

• Data should be relevant and authentic for it to be valuable

• Data can be collected through exit tickets, self-reflection, observations, checklists, and polls.
• Data can help track student growth, art program growth and next steps, or guide instruction