Course Code: 8615

Unit 8

DATA DRIVEN INSTRUCTIONAL

MANAGEMENT

Moderator
Dr.Abid Ali Naqshbandi
 Outlines
We will learn today about:
Instructional Management
Data driven IM
Assessment
◦ Sources of Data
◦ Purpose of assessment
◦ Informal Data Collection
◦ Types of assessment
Criteria for selecting assessment
instrument
Analysis
Forecasting Achievement
Benchmarking
Action
 Instructional management
 Instructional management is a process of decision-making
process, which helps to execute the teaching and learning
as well as to create an effective learning environment.
 So that much the goals of education are achieved.
History of Data-Driven Instruction
Educators learned how to teach through
Methodologies
Strategies
Textbooks 
Programs
Professional Development
Conti….
Mainly, sound educational approaches
were utilized to ensure that teachers
adhered to required methods and materials.
Data to be used, not just collected
 Use of data to plot progress, plan and
execute, instructional interventions, report
results and hold students, teachers,
administrators and school system
accountable.
The action of assessing someone or
something.

Assessment in its traditional

meaning is to collect data for the
purpose of evaluation.
 Source of Data
Teacher made tests and activity sheets.
Observation sheets of Classroom
Participation
Home Observation Sheets For Parents
Homework Assessment Rubrics
Online profiles and Analytics
Final Examination and Evaluation
Input

Process

Output
ANALYSIS
The word “Data Analytics” refers to the
field of examining raw data with the
purpose of inferring about certain aspects of
required information.
 Stages or Steps of date analysis

Exploratory Data Analysis (EDA) where the

new features in data are discovered.
Confirmatory Data Analysis (CDA) where
existing hypothesis are proven true or false.
Qualitative Data Analysis (QDA) where
conclusions are to be drawn from words,
pictures and visuals etc.
Analytics help in showing the following:

Progress

Relative success

Opportunities to interact

Student participation

Student success

Student exposures

Student difficulty in understanding

Feedback attention

Course quality

Student Teacher Involvement

FORECASTING ACHIEVEMENT
The purpose of assessment and data
collection as well as data analysis, is to
understand the relationship between
achievement and instruction in light of the
decision-making process in each case.

The most popular task to predict student’s

performance is classification.
Ways of Forecasting Achievement
Decision Tree
Neural Network
K-Nearest Neighbour
Naive Bayes algorithm
Support Vector Machine
Benchmarking procedure
Developing Baseline Chart
Generating Performance Chart
Placing Benchmarks
Building Milestones
ACTION
In DDIM multiple data sources guide the teachers and
management at all levels. School level data describes
position of each classroom over all and it is mainly a
source of building teacher’s profile; while class level
data provides information regarding each student
across various subject areas.
It also maintains student profile (Taylor & Pearson,
2005). A school reform-effort is directly related to
increases in students’ achievement score. The school
management approves or disapproves certain action
plans on the bases of evidence provided by the
teachers.