Data is collected and analysed in a myriad of ways, from formative and summative assessment to taking attendance and recording behaviours. The collection, analysis and interpretation of data is an integral part of the improvement in teacher practices and curriculum development. The Australian Professional Standards for Teachers (APST, 2018) offer frameworks to guide teachers in the importance of collecting interpreting and using data. “It is essential, for students, teachers and the profession, that teachers engage with data incredible ways.” (Shaddock & Hattie, 2013 pp 12). This essay will reflect on the importance of using the data collected throughout the education setting and how it is used in planning for a diverse range of learners, on a macro and micro scale.

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Firstly, the education sector generally collects two forms of data, qualitative and quantitative (Renshaw et al. 2013). Qualitative data is used by teachers to observe and understand experiences of learning (Shaddock & Hattie 2013). This type of data reflects on the insight of students, parents and facility and is important in developing relationships, pedagogies and guided learning in learning fields. Teachers also use quantitative data to ‘crunch’ the data of learning. This data represents the measurable data of learning. As graduate teachers, the use of qualitative and quantitative data reflects the APST standard focus area 5.5 “Report on student achievement demonstrate an understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement” (APST, 2018).

 

The use of both types of data allows teachers to identify and facilitate learning for an array of different students. Data provides evidence that informs teachers of student achievement and can then differentiate content and pedagogies to help ensure equal opportunity for all students to access learning.

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The analysis and interpreting different types of data is primarily used to develop, what is taught, and how teachers facilitate content learning. After data is collected it is integral that is accurately assessed. David Neimi explains this as; “To assess student achievement accurately, teachers and administrators must understand the achievement targets their students are to master. They cannot assess (let alone teach) achievement that has not been defined…Meeting this condition would require, for example, that schools and districts review the curriculum and define a path for students to move along towards competence.” (1999. pp 6).

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This assessment stage guides teachers in planning for future learning, this aligns with the graduate focus area 5.4 Interpret student data to demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. (APST. 2018). This phase of using data forms the evidence that guides teachers in identifying the areas in which diverse learners need development or even excel in. Understanding and planning through the lens of data offers insights into student learning in both a real-time and long-term situation.

 

Data that is collected, then analysed and finally integrated into the classroom is fundamental in the differentiating curriculum through pedagogies to ensure inclusive learning practices, this aligns with the APST graduate focus area 3.6 Evaluate and improve teaching programs Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. The overall goal for teachers with the use of collecting and analysing this data is to develop the skills to be able to integrate successful teaching and learning practices with automaticity and accuracy when situations arise. (Feldman, 1996).

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Teachers use data to guide their teaching and how their students access the curriculum through pedagogies and content development, data is integral in developing the pathways for accurate and effective teaching strategies