Jody Piro|Karen Dunlap|Tammy Shutt
A collaborative Data Chat: Teaching summative assessment data use in pre-service teacher education
Western Connecticut State University|Texas Woman's University|Lipscomb University
quality educational outputs problematized accountability systems driven reform based upon summative assessment data policies impact ways educators use data within schools subsequently teacher education programs may adjust curricula teach datadriven decisionmaking inform instruction study explores outcomes instructional intervention taught data understanding comprehension data use preservice teacher candidates intervention based premise using data professional purposes becoming necessary proficiency teacher education graduates teacher education curricula must explicitly address need preservice teacher candidates participated data chat collaboratively analyzed standardized testing endofcourse assessment data structured instructional interventions based upon determined strengths weakness areas student learning data collected two academic years results year 1 suggest preservice teacher candidate participants perceived expanded sense comfort data literacy behaviors dlbs following intervention year 2 results validated earlier finding perceptions selfefficacy using summative assessment data also identified specific dlbs needing attention implications intervention teacher education discussed