evaluation and assessment

Evaluation & Assessment

Using Data to Inform Instruction

The use of evaluation and assessment tools to improve student achievement has become a best practice and integral part of collecting demographic, achievement, process, and perception data. In this Thing, you will learn about the resources for data collection and analysis at the classroom level. These online assessment tools and resources provide students the needed experiences in the classroom that replicate some online testing environments, as well as allow teachers the opportunity to collect data and inform instruction. A basic understanding of formative (assessment for learning) and summative (assessment of learning) is critical!

As you consider online assessment in your own classroom, features like video, multimedia, interactives and online editing tools (the highlighter in Google Docs or Word) are valuable means for educating and assessing.  Being aware of assessment resources specific to your school and/or state such as; data warehouses, test items/item banks, and Smarter Balanced or PARCC materials, will also add connections to successful online assessment practices. 

The Legalities of Data

It is important that educators understand the laws that govern the collection, sharing, and access to school data. The Family Educational Rights and Privacy Act (FERPA) protects the privacy of student education records. Health Insurance Portability Accountability Act (HIPAA) protects individuals health information, and patient rights regarding health and safety. 

Take the pre-test, review the help sheet, and then complete the post-test column. How did you do? Here is a presentation that takes you through this section (video, pre/post, and stop/think activities.   


The Types of Data Collected in Education

There are four types of data collected in education: demographic, achievement (academics), process, and perception. In most states schools are required to track and report this data as part of their school improvement reporting. Check out the examples of each data type and get more information about how these data types are collected in education. (Image source: Lisa Guzzardo Asaro, Facilitators of School Improvement, Macomb ISD). 


Using Technology for Classroom Data Collection

Review this T3PD Model by clicking on each box in the model to locate technology tools and resources available to support you in collecting Perception, Progress Monitoring, Performance, and Demographic data. 

2perceptionimage 3progressimage
4performanceimage 5demographicimage
                                                            JPM Copyright T3PD Eval

Technology infused data collection increases educator productivity, as well as efficiency. In addition, it provides many benefits to students: connections to standards and alignment, immediate feedback, and increased engagement. However, one of the biggest benefits comes from replicating online/high stakes testing experiences. 

To improve student performance, consider using a variety of technology enhanced experiences: quizzes embedded in video, the highlighter or annotation feature on text, aligning questions to standards, and/or giving immediate feedback.


Check out additional resources for Evaluation and Assessment

Learning Objectives

After completing this Thing, the educator will:

  • Know educational data collection types and the FERPA/HIPAA guidelines that govern its collection

  • Understand how to access and collect data by selecting an appropriate assessment resource

  • Make connections with technology standards and best practice

  • Transfer the learning to professional practice by applying these resources to shape instruction and address professional needs




21 Things Hands-On Activity and Assignment:

1. After completing the pre and post FERPA/HIPAA quiz, reflect on something you learned and include one or two specific examples.

2. Review the types of data collected and the T3PD Data Model. Consider the types of tools to gather data. Briefly describe a plan to integrate these tools into your student experiences. How will these experiences replicate the online testing environment, build technology skills, and/or inform your instruction?

3. Create an online assessment that measures one type of data. Administer it to at least one group of stakeholders (e.g. class, department, parents, etc.) and share a link to the assessment in your portfolio. Briefly explain how using online assessment tools will make a difference in your classroom or setting?

4. Take the very short survey giving feedback for this Thing.


Addressing the ISTE Standards For Educators

1a. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
1c. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

2b. Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.
2c. Model for colleagues the identification, exploration, 
evaluation, curation and adoption of
new digital resources and tools for learning.

3a. Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.
3b. Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.

5a. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
5b. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
5c. Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.

6a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
6b. Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.
6c. Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
6d. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.

7a. Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
7b. Use technology to design and implement a variety of formative and summative
assessments that accommodate learner needs, provide timely feedback to
students and inform instruction.
7c. Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.


1. Setting Objectives/Providing Feedback;
2. Cues, Questions, Advance Organizers;
3. Assigning Homework & Providing Practice

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