Professional Development for Teachers and Administrators on the Use of Assessment Data

Project Overview

Principal Investigators

John C. Foster
President and CEO
NOCTI
Sandra Pritz
Senior Consultant
NOCTI
Patricia Kelley
Division Manager
Assessment Management
NOCTI
Carol Hodes
Senior Consultant
NOCTI

The term “data-driven decision making” has become ubiquitous in education, and yet it seems to be most often discussed with reference to policy decisions related to reporting requirements and accountability. Deserving at least equal attention is the ability of teachers and administrators to use student assessment results to determine student skills and instructor effectiveness and then use the results together to improve overall instruction. Little research has been reported on this topic, and very little appears in the literature about CTE educators’ use of technical assessment data, particularly as it relates to program and instructional decisions.

With the increasing emphasis on the use of standardized tests for reporting on school, teacher, and student achievement, the true purpose of testing—improvement of program and student outcomes—may be buried under the need to use the results for reporting and rating purposes. An understanding of assessment data, including their interpretation and uses, can encourage educators who have used data for classroom improvement to continue to do so, and help those who have not used them see the value in using test data for classroom improvement beyond mere reportage.

NRCCTE researchers at NOCTI conducted a descriptive survey study that investigated how secondary CTE educators use technical assessment data to improve program curricula and identify individual and group instructional needs. Using study results, the researchers created, piloted, and refined a professional development model for CTE educators on the use of technical skills assessment data for data-driven decision making. The model, known as CTEDDI: Career and Technical Educators Using Data-Driven Improvements, assists teachers and administrators in using the data obtained from administering technical skills assessments in the secondary-level CTE classroom to make decisions about how to improve CTE instruction and increase student achievement.

CTEDDI professional development is now available nationwide. Learn more.