Expected data literacy knowledge and skills for early career teachers: Perspectives from school and district personnel

Cynthia A. Conn, Kathy J Bohan, Nicole J. Bies-Hernandez, Pamela J. Powell, Shannon P. Sweeny, Lisa L. Persinger, Joey D. Persinger

Research output: Contribution to journalArticlepeer-review

Abstract

Using multiple and diverse academic and non-academic data sources is critical to accurately assess student learning. This requires teacher preparation programs and professional development offerings to integrate data literacy concepts. The present study gathered information through focus group interviews with school/district personnel about their expectations for pre-service and early career teachers in relation to assessment and data literacies. Participants endorsed the importance of aligning learning outcomes to appropriate assessments and teachers’ data use to inform instructional decisions. Findings also revealed the terms assessment literacy and data literacy are often viewed synonymously.

Original languageEnglish (US)
Article number103607
JournalTeaching and Teacher Education
Volume111
DOIs
StatePublished - Mar 2022
Externally publishedYes

Keywords

  • Assessment literacy
  • Data literacy
  • Data-based decision making
  • Professional development
  • Teacher preparation

ASJC Scopus subject areas

  • Education

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