Educator Data Literacy Assessment

In Pennsylvania, we interpret data literacy to mean the ability to collect, analyze and utilize data to adjust instruction for all students or make informed decisions for school communities. The purpose of this seventeen-question assessment is to determine a baseline on the aforementioned definition and provide the user feedback and resources to expand data knowledge and literacy skills. Please allow yourself time to think through the questions and make an investment in your data literacy growth.

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* 1. What is your email address?

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* 2. Scenario A:

At Maplewood Middle School, the principal is scrutinizing attendance data at the end of the academic year. Despite a seemingly high average daily attendance (ADA) rate, there's a notable difference between the ADA and the number of students who are regularly attending.

Question:

What is an explanation for the difference between the Average Daily Attendance number (ADA) and percentage of Regular Attendance?

Regular attendance measures the total number of absences, while ADA calculates the average attendance rate.

Regular attendance focuses on the specific students who are absent, while ADA provides an overall attendance average.

Regular attendance includes only tardiness, while ADA accounts for both tardiness and early dismissal.

Regular attendance measures the attendance rate for teachers, while ADA measures the attendance rate for students.

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* 3. Scenario B:

If a group of fifth-grade students has an entering achievement level that is low, what growth color should they be striving for in PVAAS in order to increase their achievement over time?

Red

Blue

Yellow

Green

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* 4. Scenario B Part 2:

If this same group of fifth-grade students has an entering achievement level that is low and a growth indicator of green, is this good enough?

Yes

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* 5. Scenario C:

Perception Data from a Student Survey:
--------I feel safe in the school environment. ---------

Strongly Agree: 5%
Agree: 25%
Neutral: 10%
Disagree: 40%
Strongly Disagree: 20%

Question:

Which types of data could be used in conjunction with the data above to assist in understanding perceptions around safety in the school environment?

Select all that apply.

Transportation data regarding student modes of transportation to and from school,

Attendance records, including the number of absences and tardies for each student.

Feedback from teachers and staff regarding student engagement and participation in class activities.

Social-emotional data, such as surveys assessing students' sense of belonging and motivation to attend school.

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* 6. The percentage of students participating in after-school clubs and activities would be classified as which type of data?

Demographic Data

Perception Data

School Processes and Programming Data

Student Learning Data

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* 7. How would you categorize transcripts of parent-teacher conferences detailing discussions about students' academic progress and behavior?

Quantitative Data

Qualitative Data

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* 8. Question:

In the context of school assessment, how would you categorize responses to a question in an online chat feature during a lesson?

Formative assessment

Summative assessment

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* 9. Scenario D:

Ms. Chen, a science teacher, regularly collects data on her students' performance through quizzes, assignments, and laboratory experiments.
Identify next steps for Ms. Chen now that she has a large set of student learning data she can use to inform her instruction.

Select all that apply.

Continue with her planned instruction.

Examine the collection of data, acknowledge outliers, and organize the data for analysis.

Adjust her instruction based upon trends in the data.

Adjust the core curriculum to meet students where they are.

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* 10. Scenario E:

Mr. Patel, a math teacher, has begun teaching a unit on fractions. He has been tracking his students' progress on a daily basis using formative assessments. He noticed a consistent decline in performance over the past three days.

Question:

How should Mr. Patel determine when it's necessary to adjust his course of action? Select the best answer.

Wait until the end of the semester to analyze the data and make adjustments.

Adjust the math course immediately.

Look for emerging patterns and trends in the data and establish a reasonable timeframe for student learning.

Disregard the data as declines can be temporary.

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* 11. Scenario F:

Ms. Johnson, one of four sixth-grade math teachers, has analyzed her students' long division assessment and realized 12 of 20 students failed the exam. After further analysis of each item, she noticed the majority of the 12 students had items 3, 6 and 13 incorrect. She has decided to take this information to her math grade-level meeting in the form of a visualization.

Question:

What types of visualizations could Ms. Johnson create to enhance the collaborative analysis and decision making for the team?

A screenshot from Ms. Johnson's gradebook that shows all student grades so far

A line graph showing student scores unit assessments over time

A pie chart that shows the distribution of scores for the entire assessment

A bar graph comparing the number of students that got each question correct or incorrect

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* 12. Scenario G:

At Oakwood Elementary School, the administration is reviewing the performance of their students in mathematics over the past academic year. They have access to various sets of data, including standardized test scores, teacher effectiveness data, student attendance records, and demographic information such as socioeconomic status and ethnicity. The principal wants to understand the factors influencing student achievement and make informed decisions to improve outcomes for all students.

Question:

Which of these is NOT an appropriate next step?

Implement targeted tutoring programs for students from low-income families to address potential achievement gaps.

Analyze the correlation between attendance rates and math scores to determine if there is a relationship.

Review teacher training and curriculum alignment to ensure consistency and effectiveness in math instruction.

Conduct a disaggregated analysis of mathematics performance based on demographic factors

Collect and organize the data to prepare for collaborative analysis and decision making

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* 13. Question:

What is the relationship between student achievement and student growth?

When students achieve more, their growth tends to slow down.

Growth decreases when student achievement stays the same.

As student achievement increases, their growth also increases.

Student achievement and growth have nothing to do with each other.

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* 14. Question:

Which of the following intersecting data sets would allow for the deepest analysis to inform decision making and meet the needs of every student?

Examine demographic data alongside student learning data to identify any disparities in academic achievement among different student groups and implement targeted interventions.

Integrate school processes data with perception data to assess the effectiveness of school policies and practices and make adjustments based on stakeholder feedback.

Utilize a combination of perception data and student learning data to understand students' attitudes towards learning and identify areas where instructional approaches may need to be adapted.

Review demographic data alongside school processes data to evaluate the impact of various school initiatives on different student populations and adjust strategies accordingly.

Analyze demographic, student learning, school processes, and perception data comprehensively to know which processes or programs have the greatest impact on different subgroups of students' learning according to student perceptions as measured by learning results.

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* 15. Question:

How can educators demonstrate their literacy of equity in data when analyzing student performance and school processes?

Select all that apply.

By considering demographic data across systems to identify disparities in academic achievement within the largest student group and tailoring instructional strategies accordingly.

Ensuring that differentiation and inclusion practices are applied consistently across classrooms, with particular attention to supporting marginalized student populations.

Actively soliciting and incorporating student voices into the data analysis process to gain insights into their experiences and perspectives on the learning environment.

Disaggregating data by various student demographics, such as race, ethnicity, socio-economic status, and language proficiency, to uncover systemic inequities and inform targeted adjustments.

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* 16. Scenario H:

Mr. Thompson, a high school science teacher, is preparing lesson plans for a unit on genetics for his biology class. Before diving into the material, he conducted a pre-assessment to gauge students' prior knowledge and misconceptions about the topic.

Question:

What should be Mr. Thompson's next step if he notices differences in students' current understanding of the topic?

Mr. Thompson uses previous test scores as the basis for differentiation.

Mr. Thompson creates small groups or 1:1 meeting times to get all students to an equal level of understanding before beginning whole group instruction.

Based on the pre-assessment results, he creates differentiated learning activities within whole group instruction, to address individual student needs.

Mr. Thompson practices equity and teaches the same way to all students.

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* 17. Question

Which types of data should be collected and analyzed to get a complete picture of a child's learning progress?

Long Term Data

Mid Term Data

Short Term Data

Send me a copy of my responses via email

Educator Data Literacy Assessment