Teacher Perception of Tasks That Enhance Data Interpretation.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to provide an account of teacher perception of core practice tasks in data use, particularly data interpretation. Data interpretation is critical to professional practice in planning instructional adjustments for student learning. This is a case study of four elementary teachers who provide numerous task-specific examples of data use. The findings yield a 3-phase model of tasks that support data interpretation. Phase 1 (Observation) entails collecting critical skill data from various sources and analyzing data using familiar frameworks such as standards-based criteria for core subjects. Phase 2 (Interpretation) is comprised of three core tasks: comparing scores to predetermined target ranges, contemplating student connections to curriculum, and integrating student-based information if/when students fall short of achievement targets. Phase 3 (Adjustment) involves reinforcing student learning and referring students for specialized services when warranted. Variable practices in this data use model are attributed to teacher perceptions of successful or unsuccessful students. Discussion encompasses study implications, connections to existing literature, study limitations, and extended research recommendations.