Beyond the numbers: Using data for instructional decision making, focuses on how

schools use standardized tests to inform classroom instruction (International Literacy

Association, 2018). The policies enacted by The U.S. Department of Education calls for use of

data to inform instruction, “Data systems are expected to play an integral role in improving

educational decision making at all levels—including that of the classroom teacher” (U.S.

Department of Education Office of Planning, 2011). However in the article, Beyond the

numbers: Using data for instructional decision making, they emphasize that instruction should

not be solely placed on data scores calling it a “snapshot” and an “assumption about a students

academic ability or achievement” (International Literacy Association, 2018, p. 2). What we

know as educators is just that, that the data of a standardized test is simply just a “snapshot” and

that many factors can come into play when taking a 45 minute test. The reality is that many of

these tests used by The Department of Education are just a piece of the puzzle when it comes to

students and how students learn within the classroom. As educators we use the data as a tool and
discuss each student based on their needs and their development within our classroom. This data

can be used as a “portrait” in that it can provide valuable information but should not be used

alone (International Literacy Association, 2018, p. 3). Making informed decisions means

discussing students’ strengths, grades, observations made by teachers, attendance, oral

discussions with students which can all reflect a students needs and can provide educators with a

more precise portrait of a student (International Literacy Association, 2018, p. 3). The article

refers to the data as a “highlighter” where educators can focus on a students learning within the

classroom to better inform instruction and focus on the needs of their students (International

Literacy Association, 2018, p. 4). This allows an educator to gather data and closely monitor a

classroom in order to highlight what needs a classroom or student will focus their classroom

instruction on.

Lastly, data can be used as a “springboard” where educators can gather information and

can center on valuable questions and understand the reasons for testing scores (International

Literacy Association, 2018, p. 5). Allowing administrators as well as teachers to reevaluate

teaching strategies and provide the school or grade level proper professional development in

order to meet the needs of their students is important. Although, The Department of Education

wants schools and teachers to use data to inform instruction it must be evaluated carefully and

with regard to many other factors than just solely the test scores. Focusing just on test scores can

generalize students and perhaps place a student incorrectly. As an educator I have seen students

whose scores are above benchmark but are failing in class. I have also experienced students who

scores are in urgent intervention, below benchmark, who work hard and have phenomenal

grades. Placing these students in a generalized group may do them a disservice. Being able to

truly see a students successes and needs in many different ways and not just on test scores can
help educators fully understand a students needs and learning abilities to better inform their

classroom and teaching strategies.

References

International Literacy Association. (2018). Beyond the numbers: Using data for instructional

decision making [Literacy leadership brief]. Newark, DE: Author.

U.S. Department of Education Office of Planning, Evaluation and Policy Development (2011).

Teachers' ability to use data to inform instruction: Challenges and supports.