Data and the Educator
Standards are meaningless until you define how you will assess them (Bambrick-Santoyo, 2010). This core idea is expressed in the first chapter of Driven by Data: A Practical Guide to Improve Instruction. It also stands as the focus for how and why assessment is considered an integral component to data analysis. Throughout the subsequent chapters of the guide the relationship between assessment and analytics are expressed through a handful of factors. I viewed the following as interesting and notable components towards defining that relationship: Understanding effective data analysis with consideration for the development and dissemination of data reports to help address question-level, standards-level, individual student, and whole class data. Utilizing the information ascertained from the data analysis phase towards developing carefully planned and group designed action-plans for addressing effective course instruction and lesson plans. Using professional development and teacher/ad