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.
Sources to Use
Source 1
Bambrick-Santoyo, P. (2010). Driven by data: A practical guide to improve instruction.
San Francisco, CA: Jossey-Bass.
Chapter 4, “Culture: Creating Conditions for Success” (pp.105-126)
Source 2
Mandinach, E.B., & Jackson, S.S. (2012). Transforming teaching and learning through
data-driven decision making. Thousand Oaks, CA: Corwin.
Chapter 2, “What Research Tells Us About Data-Driven Decision Making” (pp.22-58)
Source 3
Marsh, J.A., & Farrell, C.C. (2015). How leaders can support teachers with data-driven
Decision making: A framework for understanding capacity. Educational Management
Administration & Leadership, 43(2), 269-289
Source 4
Bernhardt, V. L. (2016). Data, data everywhere: Bringing all the data together for continuous school improvement (2nd ed.). New York, NY: Routledge.
