Using Student Assessment Data, Analyzing Instructional Practices, and Making Necessary Adjustments That Improve Student Outcomes

Erica S. Lembke, R. Alex Smith, Cathy Newman Thomas, Kristen L. Mcmaster, Erica N. Mason

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

One of the most important but most difficult practices for teachers to understand and implement is that of using assessment data to analyze instructional practices and make necessary adjustments that improve student outcomes. This chapter focuses on the use of data-based instruction (DBI) for special education teachers. It provides general information regarding how to use data-based instruction. The chapter describes an example of the use of data-based instruction with a fourth-grade student, Camila, in reading fluency and comprehension. It also provides more information about how teachers can use data-based decision-making, including specific examples, implications for practice, and common barriers to implementation, including how barriers can be overcome. The chapter illustrates next the importance of using quantitative behavioral data in DBI and offer suggestions teachers can use. It discusses how special education teachers and school teams can use student assessment data to analyze instructional practices and make adjustments that improve student academic and behavioral outcomes.
Original languageEnglish (US)
Title of host publicationHigh Leverage Practices for Inclusive Classrooms
EditorsJames McLeskey, Lawrence Maheady, Bonnie Billingsley, Mary T. Brownell, Timothy J. Lewis
PublisherRoutledge
Chapter6
Pages80-93
ISBN (Electronic)9781315176093
ISBN (Print)9781138039186, 9781138039193
DOIs
StatePublished - Jul 16 2018
Externally publishedYes

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  • Cite this

    Lembke, E. S., Smith, R. A., Thomas, C. N., Mcmaster, K. L., & Mason, E. N. (2018). Using Student Assessment Data, Analyzing Instructional Practices, and Making Necessary Adjustments That Improve Student Outcomes. In J. McLeskey, L. Maheady, B. Billingsley, M. T. Brownell, & T. J. Lewis (Eds.), High Leverage Practices for Inclusive Classrooms (pp. 80-93). Routledge. https://doi.org/10.4324/9781315176093-8