Introduction

Many teachers struggle with interpreting assessment data (U.S. Department of Education, 2008). As a result, they are often unable to modify instruction based on student performance data (Datnow, Park, & Kennedy-Lewis, 2012). To support valid interpretations and uses, test developers need to better understand teachers’ ability to read and interpret data reports, their perception of the information that is being conveyed, and how they will use the information to change instruction.

Objectives

We present findings from a qualitative study examining teachers’ interpretation of two data reports from a mathematics formative assessment. We apply best practices is designing visual representations of data to enhance the readability and interpretability of data reports. Finally, we provide generalized examples of how data reports can be designed to facilitate teachers’ interpretations.

Design/Methodology

Eleven Grade 6 teachers from 10 elementary schools participated in the study. Teachers were randomly divided into two groups; a structured focus group was conducted with each group. Teachers were shown two common data displays (histogram, box-and-whisker plot). Data about teachers’ knowledge and perceptions were captured in videos and field notes.

Results

Data were analyzed for common themes associated with teachers’ ability to read and interpret the data reports, perception of the information that was being conveyed, and how they would use the data. Results provide insights into the data teachers want, features of graphs that are and are not useful, and misconceptions when reading graphical displays.

Conclusions

We identified strengths and limitations of two common methods of displaying data. Using these data, test developers can improve the quality of data reports to enhance teachers’ interpretations. These results may help test developers plan in advance for issues the intended audience could face while interpreting data.

References

Datnow, A., Park, V., & Kennedy-Lewis, B. L. (2012). High school teachers’ use of data to inform instruction. Journal of Education for Students Placed At Risk, 17(4), 247-265.

U.S. Department of Education, Office of Planning, Evaluation and Policy Development. (2008). Teachers’ use of student data systems to improve instruction: 2005 to 2007. Washington, D.C.: Author.