Using Student Assessment Data to Analyze and Modify Instruction with a Focus on Collaborative Data Analysis Process
by Jill Palmer, Manager, Quality Improvement & Accountability

A picture may be worth a thousand words, but assessment data can speak volumes. Assessments can provide a snapshot of what students know and what needs to be completed to meet their academic needs. Through analysis of assessment data, educators can make informed decisions that positively impact student achievement. Assessment is an integral part of the instruction process and is crucial for helping students learn.

The steps listed below will assist collaborative teams to evaluate assessment data and guide instructional practices. Leading steps and questions for analyzing assessment data include:

Collect and chart data and results: What do the data say?

• What are we attempting to measure/monitor?
• Did we include too many items on the assessment, or was it the right length?
• Did our assessment measure what we need to monitor?

Analyze strengths and obstacles: Analyze, and then prioritize

• What is an example of a proficient response?
• What learning needs are evident?
• Do any responses standout?

Establish goals: set, review, revise

• Do we complete all the details related to a powerful goal?
• Are we all committed to helping students reach their learning goal?
• What obstacles stand in our way?

Select instructional strategies

• How will we monitor progress and rigor?
• How will we know if we’ve achieved proficiency?
• What strategies will we implement for those students who lack foundational knowledge?

Determine results indicators

• What responses to questions will reveal specific strategies were effective?
• How will we know if students are learning as a result of our specific instructional strategies?
• What questions will reveal specific, but on-target learning?

I encourage you to adopt a systematic process for using data in order to make instructional decisions and meet students' learning needs.  Once the process is in place, the cycle repeats.



Hamilton, L., Halverson, R., Jackson, S. S., Mandinach, E., Supovitz, J. A., & Wayman, J. C. (2009). Using Student Achievement Data to Support Instructional Decision Making. IES Practice Guide. NCEE 2009-4067. National Center for Education Evaluation and Regional Assistance.