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• W826610950 abstract "[ILLUSTRATION OMITTED] Teachers know all terms: data-driven decision making, data-informed decision making, data-based decision making, data use, iterative cycles of inquiry, and more. Whatever you call it, data-driven decision making is a hot topic in education. It also has become a focal point for strong opinions--positive and negative. Policy makers believe student achievement will improve when educators use data to inform their teaching. Yet research evidence proving this is inconsistent at best (Carlson, Borman, & Robinson, 2011; Hamilton et al., 2009; Konstantopoulos, Miller, & van der Ploeg, 2013). Many educators worry about growing emphasis and reliance on data. Some teachers actually refer to data as the other four-letter word--time being first one. Teachers say that poring over reams of data takes time from where they want to be--in classroom with students. Skepticism abounds, and concerns about how data are used are very real. Some educators worry that data are part of gotcha, being used to evaluate their performance in unrealistic ways. What's more, they say data they are being required to examine has little utility in their practice. Parents and broader public share those concerns and have raised issues about what data are being collected about students, how they are being used, whether they are secure, and who has access to them. Data breaches at federal level and in private sector have garnered media attention and stoked fears. Regulations to guide data use and protect privacy and confidentiality of student data exist in Family Educational Rights and Privacy Act (FERPA). But FERPA is not easy to understand. Parents likely receive a legal notice about FERPA from their school district each year. Teachers and administrators likely receive FERPA compliance training annually. But such notices and training don't help parents and teachers understand their rights and roles in protecting student privacy, and they sometimes lead to fear that nothing should be done with data. For teachers, using data ethically--in a way that's mindful of their responsibility to keep individual student information private--is a requirement of using data effectively. So how do we help educators understand their role in protecting student data and using data responsibly? The short answer is that they need to be data literate. Data literacy and ethics Data use is not an isolated event (Earl & Katz, 2006). Data use should be a continuous, integrated part of practice that is used all time. In fact, Mandinach (2012) maintains that good teachers have been employing data-driven decision making all along--it just hasn't been recognized by that term. But there is more work to be done to ensure that educators know how to continuously, effectively, and ethically use data--that is, to help them to be data literate. Gummer and Mandinach (in press) have defined a construct they call data literacy for teaching: The ability to transform information into actionable instructional knowledge and practices by collecting, analyzing, and interpreting all types of data (assessment, school climate, behavioral, snapshot, longitudinal, moment-to-moment, etc.) to help determine instructional steps. It combines an understanding of data with standards, disciplinary knowledge and practices, curricular knowledge, pedagogical content knowledge, and an understanding of how children learn. The construct has three main domains of knowledge, which combine to enable teachers to know what data mean in terms of their content area and within a learning progression and then to translate that knowledge into instructional steps. * Data use for teaching or what might be considered ability to analyze and use data. * Content knowledge or teacher's understanding of a specific domain or subject. …" @default.
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• W826610950 date "2015-02-01" @default.
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• W826610950 title "Ethical and Appropriate Data Use Requires Data Literacy: Student Data Can Be a Powerful, Transformative Tool in Teaching, but to Reap Those Potential Benefits Practitioners Must Become More Data Literate" @default.
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