Simplification of Tools and Student Attitude: How it Affects Teacher’s Success Rate with Data-Driven Instruction

Date of Award

Spring 5-13-2021

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Ximena Suarez-Sousa


data-driven instruction, data-driven decision making, Northwest Evaluation Association (NWEA)


Data-driven instruction is a topic that has increasingly become more and more relevant in schools. There is an incredible power behind effectively collecting and using data to improve instruction. Although it is a crucial element for successful instruction, teachers struggle with certain steps of data-driven instruction. Many educators feel they are able to gather, read, and interpret data from assessments their students take. The steps that come after that are what teachers tend to struggle with. This part of the process can start to become extremely overwhelming. Along with being properly trained and having the right tools, another crucial element to having a successful data-driven school is whether or not a school has a data-friendly culture. Students, teachers, and administration should feel comfortable working with data and have a positive outlook while doing so. The purpose of this study was to explore different tools that promise to assist teachers with data-driven instruction while measuring how student attitude affected successful data-driven instruction. The study focused on using math data provided to the researcher from the Northwest Evaluation Association assessment. In this quantitative action research study, a group of 16 fourth graders studied their own math data, took part in data-driven activities, used data-driven tools carefully selected by the researcher, and completed surveys to determine their attitude throughout the study. Analysis of the data revealed what elements make a data-driven tool most successful and how student attitude towards data can greatly affect success rate.

Abstract only: No full text available.