data literacy in teacher preparation programs
DESCRIPTION
Ellen B. Mandinach, WestEd October 10, 2013. data literacy in teacher preparation programs. What is Data-Literacy for Teachers?. - PowerPoint PPT PresentationTRANSCRIPT
WestEd.org
DATA LITERACY IN TEACHER PREPARATION PROGRAMS
Ellen B. Mandinach, WestEdOctober 10, 2013
WestEd.org
What is Data-Literacy for Teachers?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, 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.
2
WestEd.org
Components of Data Literacy for Teaching
WestEd.org
Data Literacy for Teaching: Categories of SkillsInquiry ProcessesHabits of MindGeneral Data UseData QualityData PropertiesData Use Procedural SkillsTransform Data to InformationTransform Data to Implementation
4
WestEd.org
Data Literacy for Teaching: Inquiry ProcessesIdentify problems of practiceFrame questionsUnderstand the contextGenerate hypothesesProbe for causalityEvaluate outcomesDetermine next steps
5
WestEd.org
Data Literacy for Teaching: Habits of Mind and General Data UseThink criticallyBelief in dataCollaboration
Use dataEthics of data use
6
WestEd.org
Data Literacy for Teaching: Data Quality and Data PropertiesUnderstanding problematic dataKnowledge of psychometrics/assessmentsUnderstanding data quality – accuracy
Identify and evaluate the right dataQualitative dataQuantitative dataUnderstanding what data are not applicableUse multiple measuresUse formative and summative assessments
7
WestEd.org
Data Literacy for Teaching: Data Use Procedural SkillsUse technologies to support data useFind, locate, access, retrieve dataGenerate dataCollect, gather, store dataOrganize dataPrioritize dataIntegrate dataDevelop sound assessments
8
WestEd.org
Data Literacy for Teaching: Transform Data to InformationTransform data to information to actionable
knowledgeAnalyze data/use statisticsInterpret – make meaningAssess patterns and trendsUnderstand data displays and representationsSynthesize diverse dataSummarize data/explainConsider the impact/consequences
9
WestEd.org
Data Literacy for Teaching: Transform Data to ImplementationPedagogical data literacy/instructional
adjustmentsDiagnose/monitorPlan/guide/designAdapt/modify/individualize/differentiateAdjust/applyTransform data into implemented
decision10
WestEd.org
A Challenge to ConsiderTo the Schools of Education:
How many of these skills are taught in your courses?
To the K-12 Partners:How many of these skills do your educators use?For how many of these skills do your educators need training?
11
WestEd.org
The Dell Project: Objective
To understand how many and what kinds of courses and experiences are being offered in schools of education that help prepare educators to use data.
12
WestEd.org
The Dell Project: Components• Survey• Syllabus Review• Case Studies (on hold)
• Licensure and Certification Requirements Review
• Outreach
13
WestEd.org
The Dell Project: The Survey• Original Objective – Examine what
schools of education are doing to enhance educators’ data literacy
• Revised Objective – Examine what schools of education are doing to enhance teachers’ data literacy
14
WestEd.org
The Dell Project: Licensure Requirements• Purpose – To examine existing
licensure and certification requirements for data literacy skills
• Collaborators – The Data Quality Campaign, NASDTEC
15
WestEd.org
The Dell Project: Licensure Requirements Methods• Location of documents – Not easy• Help from NASDTEC• Search techniques – data,
assessment• Coding scheme• State x skill; state by outcome;
state x general characteristics16
WestEd.org
The Dell Project: The Survey – Implications for the Change in Focus• Use of data for instructional purposes moves to
the front of the focus – Formative assessment• Leaves us with a continuing problem of how to distinguish
assessment literacy from data literacy• Makes seeing the difference between
assessment courses and courses that prepare teachers to use other data problematic
• Decrease attention to other sources of data• Missing an essential group that may be more
the focus of higher education than teachers (i.e., preparation of administrators)
17
WestEd.org
Survey Results – Who they are• Response rate: 24.9 percent (208 out of 836). [21.3%; 3/61]• Respondents were from 47 states, DC, and the Virgin Islands. • Enroll between 51,840-96,543 pre-service teacher candidates. • 67.3 percent are public colleges or universities (this reflects
the second sample). [84.6% with 100% local/state placement]• 83.7 percent offer teaching candidates bachelor’s degrees,
76.4 percent offer master’s degrees.• 91.1 [100%] percent claim that a focus on use of data is a
sustained component of their teacher prep program in all or multiple courses.
• 45.7 percent plan on developing and implementing at least one new course focused on use of data.
Note: “Don’t know” responses were not calculated into percentages for any survey results slides.
18
WestEd.org
Survey Results – What they’re doingStand-Alone Course• 24.1 [30.8%] percent claim to have one
stand-alone use of data course, 38.2 [38.5%] claim to have multiple stand-alone courses.• 44.2 percent say the stand-alone course is a
requirement for a teaching degree.• 47.6 percent say the target audience are pre-
service teacher candidates.• 63.5 percent of the time the course’s instructor
of record tenure or tenure track professor.• 77.1 percent of the courses examine authentic
data; 87.4 percent examine simulated data.
WestEd.org
Survey Results – What they’re doingIntegrated Course(s)• 95.6 [90.9%] percent claim to have use of
data integrated within existing courses. • Integrated most prominently into pedagogy
and teaching methods courses.• Many respondents also stated data use was
prominently addressed in assessment courses. Confusing data literacy for assessment literacy?
• The course(s) instructors of record are most frequently tenured or tenure track professors.
• 76.9 percent of the courses examine authentic data; 85.4 percent examine simulated data.
WestEd.org
Survey Interpretations and Caveats National• Many schools did not respond.
• Too many queries• Not enough interest• Residual from NCTQ• Perceived “witch-hunt” and “gotcha”
• Possible that some schools who did not participate did so because they do not have courses on data use.
• Clear that most schools believe they are teaching data use, particularly integrated into other courses. Is this really the case?
• Clear that data use is a focus among the responding schools. Or is it?
WestEd.org
Results from the Syllabus Review - Focus• 76% focused on design,
implementation, and analysis of assessments that would be used at the individual student or classroom level
• Secondary focus – formative assessments, state assessments, or assessment policy issues
22
WestEd.org
Results from the Syllabus Review - Assignments• Lesson or unit plan with assignments• Analysis or writing of assessment items------------------------------------------------------• Summative assessment• Analysis of data• Rubric design• Formative assessment
• classroom and individual students (benchmark or interim)• Statistical analysis• Case studies• Portfolio assessment
23
WestEd.org
Results from the Syllabus Review – Course Week Analysis• Assessment and measurement---------------------------------------------• Analytic processes• Statistics• Data topics• Data-driven decision making
topics24
WestEd.org
Results from the Syllabus Review – Potential Cases• Special Education courses• One course that integrated
university course work with time out in the school• Only course that indicated the use of
Student Information Systems or dashboards and data warehouses that are in use in a school
WestEd.org
Results from the Licensure Review – General Characteristics• Amount of data-related skills (range)• Does it address data (12 – no)• Does it address assessment (2 without)• Does it list specific skills (7 without)• How specific are the statements (range)• InTASC (6)• Developmental continuum (7)• Specific data standard (8)• Danielson (1)• Data literacy (22) vs. assessment literacy (37)
26
WestEd.org
Results from the Licensure Review – Outcomes (20)• Average number of states per
outcome = 8.33; s.d. = 3.31• Most frequent outcomes –
assessment, instruction, student progress, student learning
• Least frequent outcomes – program effectiveness, learning gains, accountability, guidance, readiness
27
WestEd.org
Results from the Licensure Review – Skills (58)• Average number of states per skill = 18.61;
s.d. = 11.06• Average number of skills per state = 21.3;
s.d. = 13.8• Most frequent skills – assess, collaborate,
plan, evaluate, monitor, communicate, use multiple sources, involve stakeholders, make decisions, document/review, provide feedback, self-assess, adjust, analyze, use data, collect/gather, interpret
28
WestEd.org
Results from the Licensure Review - Skills• Moderate skills – identify, adapt, use
technology, inquiry, reflect, question, differentiate, access, implement, design, ethics, use research, disaggregate
• Least frequent skills – individualize, use statistics, act, summarize, predict/hypothesize, synthesize, solve problems, develop assessments, integrate, review, process, infer
29
WestEd.org
Poll• Do these skills make sense to
you?
30
WestEd.org
Questions• If you are a from a school of
education, what steps do you need to take to begin to integrate data literacy skills into existing or stand-alone courses?
• What makes more sense, the integrated approach or stand-alone courses?
31
WestEd.org
What Needs to Happen?• Schools of education need to discuss
how to introduce data literacy• Licensure agencies need to be more
explicit• Discussions about what if Praxis
includes data literacy• Discussions among stakeholders about
how to make the integration happen
32
WestEd.org
The Data Quality Campaign Metaphor: The Hammer Versus the Flashlight
33
WestEd.org
One Final Poll• Now that you know what data
literacy means, do you really have a course or integrated suite of courses that pertain to data literacy?
• Do you have an intent to develop such courses?
34
WestEd.org
The Dell Project: What Happens NextWhat is the difference between
elephants mating and establishing the importance of data literacy?
Photo by Ellen Mandinach and Eli Gruber
35