Welcome to  the  Continuation of Topic 2:  Data-Based Instruction   Focus Questions for Topic 2

1. What is data-based instruction?    2. Why is it important?

Now that we have discussed the first element teachers need to make data-based decisions, let's go on to the second element.

1. the intended learning objective for a student;

2. a reliable measure for the student's performance related to the objective;

3. an instructional procedure to use to enable the student to acquire the necessary skills related to the objective;

4. a willingness to redesign instructional procedures if the measures show that the student is not achieving the learning objective.

2. A Reliable Measure for the Student's Performance Related to the Objective Toni Hood as a resource specialist relies on an understanding of the different uses of assessment information which teachers and others like to collect.  For example, some information is helpful for making decisions about referring students for support from special educators while different information is needed to make decisions about where to begin to teach students in a specific curriculum sequence.

As a teacher educator, Toni likes to refer to Smith, Polloway, Patton, and Dowdy (1995) who have summarized current research related to effective practices in assessment.  These authors discuss the multifaceted process of assessment, emphasizing the importance of using information in making diagnostic and curricular decisions.  They compare three categories of assessment:  formal (norm-referenced and diagnostic tests), informal (criterion-referenced tests such as curriculum-based assessment), and ecological (through interviews and observations of key persons in the student's classroom, home, and social settings).  Each form of assessment is concerned with the qualitative and quantitative components of the child's performance; each seeks to capture a picture of the whole child.  Certain aspects of each category of assessment can be useful in helping to make data-based instructional decisions.

However, it's important to realize that formal assessment and diagnostic tests have severe limitations in directly impacting instructional decisions.  The types of assessment that are most useful for teachers are those that survey competencies and diagnose difficulties.  Eligibility for special services and placement in instructional sequences rely on such comparisons.

Informal assessments are more helpful (and very reliable) for teachers because the results can be direly applied to decisions about instruction.  By obtaining informal assessments, teachers can observe students' patterns of performance (as well as fluctuations and changes) and can make ongoing decisions regarding instructional grouping, curriculum modifications, program planning, reporting progress, and evaluating specific programs.

Curriculum-based assessment uses a task analysis of the school curriculum as the standard by which a student's success is measured. The relationship between assessment and teaching is enhanced when assessment focuses on actual curriculum rather than contrived curriculum.  Teachers are encouraged to systematically analyze a given curriculum to guide their instructional decisions.

Ecological assessments focus on the child's responses in and to his/her environments (home, school, social settings), and his/her interactions with key people in his/her life.  The central element of functionality allows teachers, parents, and the child to focus on how to build strengths and interests rather than on how to correct deficits.  Instructional decision making includes changes in a student's instructional program, changes in the ecological environment of the child, and changes in teaching strategies should be based on data from the comprehensive ecological assessment.

  Ann Nevin's favorite reference about assessment procedures comes from Tom Lovitt (1991)!  Please read the information in Appendix A in the text by Lovitt, T. (1991). Preventing school dropouts: Tactics for at-risk, remedial and mildly handicapped adolescents. Austin, TX: Pro-Ed. Now you are ready to answer the following questions:

1. What are the three basic features of a data-based monitoring system? How will you know that your monitoring system has these features?

2. What are at least four decisions that can be made using DBI? For which decisions have you used DBI?

Table 2.1 lists Lovitt's 19 Different Ways to Monitor Academic Performance. Please decide the ones you are competent to use. Make a list with each of the 19 different ways to monitor your students' academic progress and write in at least one academic situation in which you might use the monitoring system. Table 2.1:  How Can I Monitor My Students' Progress? Let Me Count the Ways!

How do your experiences in using data-based monitoring procedures? Read What Other Teachers Say About Using Data-Based Monitoring Procedures. If you learn by modeling, you may also want to check out the examples of how other teachers used data-based monitoring procedures in their data-based instruction projects in Topic 6.

Next Page