Build institutional data-use practice: train instructors to analyze learner data and align product data to required assessments¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

To move beyond minimal usage tracking, programs should build a data-use culture: set clear outcome goals, build in the expectation that instructors monitor learner progress with data, provide training in data analysis, and provide time and space to work with learners on struggle areas. Product developers should provide specific training on using data to differentiate instruction and align data and products to required assessments such as CASAS and TABE, since "many of the programs expressed some frustration that there was little alignment between the products' internal assessments and the standardized assessments that their learners were required to take."

Design Implications¶

Context¶

Requirements¶

• Set clear outcome goals for learners
• Build in expectation that instructors use data to monitor progress
• Build in time for training on how to use the data
• Provide time and space for instructors to work with learners on struggle areas

Constraints¶

• Without alignment between product assessments and required standardized assessments, it was difficult to determine if students were learning what they needed to pass those assessments

Target Learners¶

• adult basic education instructors and program administrators
• low-skilled adult learners

Target Learning Goals¶

• personalized instruction targeting individual learner struggle areas
• progress toward required standardized assessments

Claims¶

• Principals and teachers report needing more support in areas such as analyzing student data and using assessments to measure growth [+W]

Related Strategies¶

• Support the evolving instructor role with professional development beyond product training, articulated role expectations, and communities of practice
• Set Clear Objectives

Examples¶

-

Key Sources¶

• Constantakis, P. (2016). Integrating Digital Tools for Adult Learners: Four Critical Factors. Digital Promise. https://digitalpromise.dspacedirect.org/items/52ffa633-226c-445f-8113-54cc83dc76c7