Credits: 4 semester
Pre-requisites: EDU 6180 Understanding and Evaluating Educational Research
Co-requisites: None
Course Description: Students examine various kinds of data collected in schools, the purposes for which
the data are used, and the techniques for analyzing and interpreting the data. Students examine alternative
data to identify inequities in the school experience for marginalized groups. Students use data from their own
professional setting to identify student learning problems, propose solutions, and recommend an action plan
to improve student learning. A capstone seminar is held in which students discuss key issues related to using
data to improve the learning of all students.
Education Mission Statement
To prepare and support teachers who are firmly grounded in the knowledge, skills, and dispositions needed to
promote student learning.
Education Vision Statement
To be nationally recognized for developing skilled and caring professionals prepared to educate students in a
diverse and changing world.
Text
Johnson, R. S., & LaSalle, R. A. (2010). Data strategies to uncover and eliminate hidden inequities: The
wallpaper effect. Corwin Press.
Online Materials
(linked on the course website)
Hamilton, L., Halverson, R., Jackson, S. Mandinach, E. Supovitz, J., & Wayman, J. (2009). Using student
achievement data to support instructional decision making (NCEE 2009-4067). National Center for
Educational Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of
Education. http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=12
Minnesota Department of Education Data Center, http://education.state.mn.us/mde/Data/index.html
Interpretive guide for Minnesota assessments reports, 2011-2012. Minnesota Department of Education.
http://www.mnstateassessments.org/wp-content/uploads/2013/07/Interpretive_Guide_2012.pdf
Minnesota special education annual report 2010-2011,
http://education.state.mn.us/MDE/JustParent/SpecEdStu/index.html
Schmoker, M. (2009). Measuring what matters. Educational Leadership, 66(4), 70-74. (linked on course website)
Notes:
1. The Minnesota Department of Education frequently makes changes to its website. Links and URLs may
change during the semester. If you are unable to find a resource, please contact the instructor.
2. If you do not work in Minnesota, you may use your state’s data website.
Additional print and multimedia resources may be assigned.
EDU 6190 – Using Data to Improve Student Learning
Course Syllabus ~ Fall 2021
2022-30-FE/21305.20321/Jesse Hinrichs, jhinrich@css.edu
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Recommended Supplementary Material
James-Ward, C., Fisher, D., Frey, N. & Lapp, D. (2013). Using data to focus instructional improvement.
Association for Supervision and Curriculum Development (ASCD).
National Assessment of Educational Progress (NAEP). http://nces.ed.gov/nationsreportcard/
National Center on Education Statistics. http://nces.ed.gov/
Northwest Evaluation Association. Measures of Academic Progress (MAP). http://www.nwea.org/
Additional materials will be suggested as the course progresses
1. Articulate the reasons various kinds of data are collected in schools and how those data are applied in
school settings.
2. Identify, analyze, and interpret data sets available to teachers from classroom assessments and
district/state standardized tests.
3. Describe and interpret alternative data that can be used to identify equity issues.
4. Pose questions that lead to deeper understanding and action regarding classroom and school practices
and policies.
5. Determine student learning problems and potential solutions based on systematic analysis of various
levels of data.
6. Use results from multiple sources to make or recommend decisions regarding instruction, referral,
program structures, and school policy.
7. Evaluate a data set and recommend an action plan based on the data set.
8. Define and synthesize issues related to accountability measures and interpretation of data.
Assessment and Outcomes Alignment
Assessment
Course Outcomes
Online discussions/your turn exercises
1, 2, 3, 4
Databite and data scenario exercises
2, 3, 4, 5
Self-designed data project
Reflection for capstone seminar
5, 6, 7
8
All of the assignments involve aspects of data location, comprehension, interpretation, and use, along with
question posing.
Online Discussions/Your Turn Exercises
Discussions revolve around the readings, the Your Turn exercises in Johnson & LaSalle, and Data Scenarios
linked on the course website. The exercises and scenarios provide practice in using various kinds of data. You
will be offered a choice of Your Turn exercises to complete. Most of them require gathering external data, either
from your own professional setting or from an online source, such as state department of education websites. You
will submit the exercise along with a brief summary and interpretation of your findings as they relate to the
discussion topic. Then you will read posts of your classmates, ask a question, offer an alternative viewpoint, or
build on their ideas. Provide support for your comments by drawing on the assigned resources, referring to data in
the exercise you submitted and to your prior knowledge.
Databite Exercises
Databite exercises (provided in Chapter 2 of the Johnson and LaSalle text) will be completed in small groups;
using Google Docs works well. Each exercise provides a data set for which your group will determine the findings,
discuss implications, suggest other data needed, and recommend next steps. One Data Scenario will also be
completed in the assignment.
EDU 6190 – Using Data to Improve Student Learning
Course Syllabus ~ Fall 2021
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Self-designed Project
You will choose a data set relevant to your own practice to examine in depth. You will write a proposal as to what
you wish to learn from the data and how you will go about it. Then you will analyze and interpret the data,
describe the problem, identify possible causes and solutions, set goals, and prepare an action plan based on your
interpretation. You will need to use external sources and/or resource people to complete this project.
Reflection for Capstone Seminar
You will prepare a reflection on issues related to the use of data in schools based on what you have learned as
well as what questions remain from your self-designed project and the exercises and resources in the course.
You will share your thoughts and lead a discussion from it during the final seminar. (This has traditionally been a
face to face meeting on the Duluth campus and scheduled early in the morning prior to commencement. Last year
it was conducted all on-line due to Covid restrictions. I will keep you informed on what the college will do this fall
semester).
All rules and policies of The College of St. Scholastica apply to this course. None of the following should be viewed as
contradicting any College rules or policies. Please refer to the Education Graduate Student Handbook for policies on
attendance, grading, and plagiarism.
CSS Community Health and Safety Standards
CSS has implemented reasonable health and safety protocols in response to the COVID-19 pandemic, working closely
with the Minnesota Department of Health and following CDC recommendations. As a member of our campus community, you
are expected to abide by the requirements listed on the Saints Rise Up Safe Return website and follow the Community
Pledge. These standards apply to anyone who is physically present on campus, CSS grounds, or participating in a CSSsponsored activity:
 All individuals visiting CSS facilities must wear face masks while indoors;
 You should check daily for COVID-19 symptoms and not come to campus if you are feeling sick.
Additional details about student and employee expectations can be found on the Saints Rise Up webpage.
Academic Honesty
Academic honesty and integrity are highly valued at The College of St. Scholastica. Academic dishonesty seriously violates
the integrity of the academic enterprise and will result in academic penalties up to and including dismissal from the College.
The full text of the CSS Academic Honesty Policy is found in the Student Handbook or online at
https://my.css.edu/d2l/le/content/6606/viewContent/584908/View
For additional information on plagiarism, including definitions, examples and ways to avoid it, visit
http://libguides.css.edu/GettingStarted/AvoidingPlagiarism
Attendance
Students are expected to attend all class meetings unless excused by faculty. Exceptions may be made for extraordinary
circumstances which can be documented and for which the instructor is consulted in advance. Class attendance is essential
and will only be excused in an emergency. Students who must miss class for any reason are responsible for notifying the
instructor before the absence. Please contact the instructor before class if at all possible via e-mail or voicemail. The instructor
will confirm by email whether or not the absence has been excused.
If a student misses a class session unexcused or the equivalent of 25% of face to face time (total equivalent of 3.5 hours.), it
will result in losing any class points for that meeting, as well as 5% of the course’s total points. A second absence will result in
an additional 5% loss. Any additional absence may result in a non-passing grade, requiring the student to retake the
course/seminar. Tardiness may be counted as an absence. In the case of an unexcused absence, there is no option to make
up missed meetings with alternative assignments.
CSS Mission Integration Statement
The College’s values, drawn from our Benedictine heritage and grounded in Catholic social teaching, inform how we engage
with one another in teaching and learning. The value of Community charges us to create a climate of openness, trust and
collaboration. Hospitality teaches us to cultivate a listening heart, welcoming and hearing the voice of each member of our
campus community. Respect guides us to honor the profound dignity and worth of each person. Stewardship keeps us
mindful of the sacredness of all creation and our responsibility to use all our resources wisely. Love of learning commits us to
becoming life-long learners, preserving our heritage and creating new scholarly, artistic and scientific knowledge that enriches
and enlarges human life.
Communication
Learning occurs through interaction with ideas, objects, and people. To provide you the optimum opportunity for learning, you
will be expected to communicate regularly with The College of St. Scholastica faculty member responsible for your course.
This communication may take whatever form you prefer: in-person, e-mail, telephone or FAX. Your assignments will be one
EDU 6190 – Using Data to Improve Student Learning
Course Syllabus ~ Fall 2021
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form of communication, but we encourage you to take advantage of the opportunity to discuss with us issues that arise,
whether pertinent to the course at hand or not.
Collaboration
Philosophy. Collaboration on assigned work is recognized as a very effective means of increasing learning for some students.
Working collaboratively provides students with the opportunity to discuss ideas and to hear a variety of perspectives. Specific
activities are more likely to lend themselves to a collaborative effort than others and these assignments are noted in the course
syllabi. It is expected that assignments done in collaboration with others will reflect the degree of effort consistent with the
number of students participating.
Policy. Any collaborative efforts on designated course assignments must be pre-approved by the course instructor. In most
cases, group size should not exceed three members. Students must indicate to the instructor how they think working together
will be beneficial to all members of the group. They must also explain how each member of the group will contribute to and
participate in the process. Once the assignment is completed, each member of the group must respond to a brief reflective
questionnaire on his/her experience in this collaborative effort.
Equal Access and Accommodations
Students with disabilities, who sustained injury in active military service, and with chronic medical conditions are entitled to
appropriate and reasonable auxiliary aids and accommodations through The Americans with Disabilities Act (ADA) and
Section 504 of the Rehabilitation Act of 1973. It is the student's responsibility to notify the Center for Equal Access as soon as
possible to ensure that such accommodations are implemented in a timely fashion. For more information or to begin the
process of obtaining accommodations, please check out The Center for Equal Access on my.css or email access@css.edu.
Late Policy for Discussion Postings
Late postings diminish the quality of the educational experience for the student who posts and the classmates who have
limited opportunities to respond. Therefore, a student who posts beyond the due date can only earn a maximum of 80% of the
assigned points. Students whose postings are more than a week late may only earn a maximum of 50% of possible points.
Instructors may make exceptions to this policy based on extenuating circumstances.
Incompletes
Incompletes will be granted only in rare circumstances where a student can demonstrate an extreme situation that
necessitates it. Contact your instructor to make arrangements should the need arise.
Personal Counseling
Personal counseling is a vital component of the mental health support services offered at The College of St. Scholastica. The
Center's counseling staff can assist a student in addressing the feelings and stressors of college life and other important
personal concerns. Visit http://www.css.edu/student-affairs/student-center-for-health-and-well-being/counseling/services.html
Required Reporting & Confidential Resources
The College of St. Scholastica values its ability to provide a safe and nondiscriminatory educational environment for students.
Faculty and staff members are required to report information regarding gender-based discrimination and violence (sexual
harassment, sexual assault, relationship violence, stalking or sexual exploitation) to the College Title IX Coordinator. The Title
IX Coordinator oversees the College’s response to reports of sexual misconduct and provides interim protection measures.
Learn more at css.edu/titleix or 218-625-4444.
For confidential support contact:
Counseling Services (T2150) 218-723-6085
Student Health Services (Somers 47) 218-723-6282 or
Gender Equity and Anti-Violence Ally (GEVA) 218-733-2227 or geva@css.edu
Synchronous Online Class Recording
Our online class sessions may be audio-visually recorded for students who are unable to attend at the scheduled time.
Students who participate with their camera engaged or who utilize a profile image are agreeing to have their audio/video or
image recorded. Likewise, students who un-mute during class and participate orally are agreeing to have their voices
recorded.
EDU 6190 – Using Data to Improve Student Learning
Course Syllabus ~ Fall 2021
2022-30-FE/21305.20321/Jesse Hinrichs, jhinrich@css.edu
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Office
Off campus
E-Mail
jhinrich@css.edu
Whenever your question might benefit others in the class, please post it under Q&A (Virtual
Coffee House) in the Brightspace Discussion area. Please feel free to respond to one
another’s questions.
Zoom Link
https://css.zoom.us/j/8591854920
Meeting ID: 859 185 4920
Phone
Cell: 612-805-5645
Duluth Campus:
218-723-6018 (office) | 800-447-5444 (toll free) | 218-723-6709 (fax)
St. Cloud Campus: 320-529-6663 (office) | 866-211-2337 (toll free) | 320-537-0164 (fax)
Inver Grove Hts.:
651-298-1015 (office) | 888-298-4723 (toll free) | 651-298-8532 (fax)
218-723-7007 | 877-723-7007
Help Desk
Gmail: "Help Desk, Computer Support" cssitservicedesk@css.edu
If you have a technical question relating to logging into Blackboard or viewing the content,
please contact the CSS Help Desk, or visit the IT website:
http://www.css.edu/Administration/Information-Technologies.html
Grade
%
Assignments
Points
Due Date
A
= 100-96
A-
=
95-90
Zoom Class sessions (2pts each)
8 See course schedule
B+
=
89-87
Student information form (lesson 1)
2 Sept 10
B
=
86-83
15 (see table below)
B-
=
82-80
Databite & Scenario 7 exercises (with
Partner)
C+
=
79-77
10 Oct 11
C
=
76-73
Your Turn exercise for Chapter 3,
Scenario 6 (with Partner)
F
=
<73
Discussions 1-3/Your Turn exercises
(15 pts. x 3) (on your own)
Self-designed Data Project – Proposal
45 (see table below)
5 Nov 8
Self-designed Data Project – Final Project
50 Dec 10
Reflection for capstone seminar
10 Dec 15
Total
EDU 6190 – Using Data to Improve Student Learning
Course Syllabus ~ Fall 2021
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Online discussions: Your Turn dates
Do these on your own not with your partner
Discussion
Begins
Ends
Lesson
Discussion 1/Your Turn
Oct 2
Oct 30
3-4
Discussion 2/Your Turn
Nov 1
Nov 12
5
Discussion 3/Your Turn
Nov 13
Dec 9
6-7
Work submitted for all courses is expected to be at a professional level (writing style, grammar, mechanics, etc.).
If work is not at a professional level, the instructor may choose to return it to the student to be revised.
PLEASE NOTE: Online session dates are tentative. Please check CSS email for updates.
Additional print and multimedia sources will be assigned and this class schedule may change. Reading will also
include the sources each student selects for his or her self-designed project.
Week
Topic
Assigned Resources
Lesson 1
Types & Uses of Data
Sept 7-19
Data Location &
Comprehension
Hamilton et. al, Using
Student Achievement Data
Zoom class 9/15
Johnson & LaSalle, Ch. 1
Assignment (details in Learning
Activities on course website)
Student Information Form
ON-LINE Zoom class, 9/15; 67:30
6:00 – 7:30
Lesson 2
Sept 20- Oct 3
Data Analysis &
Interpretation
Zoom class 9/22
Johnson & LaSalle, Ch. 2
MN Data Center
MN Interpretive Guide
With Julie Rustad
6-7:30
Lesson 3
Oct 4 - 17
Alternative Data for
Equity Issues and 21st
Century Skills
Johnson & LaSalle, Ch. 3
Multiple Sources of
Data
Johnson & LaSalle, Ch. 4
Zoom class 10/6
6-7:30
Lesson 4
Oct 18 – Oct 31
Data Scenario 6
Google doc Small Groups:
Databite Exercises, Data Scenario
7
9/22, Zoom class: Julie Rustad
zoom class for 6190 students
6:00p.m.- 7:30
Your turn exercise & Data
Scenario 6
Discussion 1 begins
Schmoker, Measuring What
Zoom class 10/6 - 6:00 - 7:30
Matters
Data Scenario 4
Your turn exercise
Discussion 1 continues
Self-designed project proposal due
Zoom class 10/20
Zoom class 10/20; 6-7:30
6-7:30
Lesson 5
Diverse Perspectives
Nov 1- 14
Application to Practice Data Scenario 3 & 8
Zoom class 11/3,
6-7:30
EDU 6190 – Using Data to Improve Student Learning
Course Syllabus ~ Fall 2021
2022-30-FE/21305.20321/Jesse Hinrichs, jhinrich@css.edu
Johnson & LaSalle, Ch. 5
Self-selected material for
project
Your turn exercise
Discussion 2
Zoom class 11/3; 6-7:30
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Week
Topic
Assigned Resources
Lesson 6
Drilling Down,
Question Posing
Johnson & LaSalle, Ch. 6
Nov 15 – 28
Zoom class 11/17
Data Scenario 9
Self-selected material for
project
6-7:30
Lesson 7
Setting Goals
Nov 29 - Dec 12
Evaluating Progress
Zoom class 12/8
6-7:30
Assignment (details in Learning
Activities on course website)
Your turn exercise (Ch. 6 or 7)
Discussion 3 begins
Zoom class Nov 17; 6-7:30
Johnson & LaSalle,
Ch. 7-8
Your turn exercise (Ch. 6 or 7)
Discussion 3 continues
Self-selected material for
project
Zoom class Dec 8; 6-7:30
Self-designed project due Dec
10
Prepare for Capstone seminar
reflection
Lesson 8
Dec 13 – Dec 22
Zoom class 12/15
6:00 – 7:30
Synthesis of Data
Issues
Capstone: Present
your data project in a
collegial setting
We will discuss this more
extensively in class. You
th
will give an overview of your Capstone Seminar Dec 15
Data Project findings and
(Capstone details TBA)
lead a short discussion on Commencement TBA
the topic.
Students are expected to check CSS email and the course website at least once a week for updates and
feedback on assignments.
EDU 6190 – Using Data to Improve Student Learning
Course Syllabus ~ Fall 2021
2022-30-FE/21305.20321/Jesse Hinrichs, jhinrich@css.edu
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Annual progress report on state data systems: Update on the DQC 10 essential elements. (2009). Data quality
campaign: using data to improve student achievement. www.DataQualityCampaign.org
Bernhardt, V. L. (2004). Data analysis for continuous school improvement. Eye on Education.
Conzemius, A., & O’Neill, J. O. (1999). The handbook for smart school teams. National Educational Service.
Creighton, T. B. (2007). Schools and data: The educator’s guide for using data to improve decision making (2nd
ed.). Corwin Press.
Data Quality Campaign. Data implications of the ESEA Waivers (2012). www.DataQualityCampaign.org
DQC state analyses: http://www.dataqualitycampaign.org/your-states-progress/by-state/overview/
Gallager, C. W. (2007). Reclaiming assessment: A better alternative to the accountability agenda. Heinemann.
Holcomb, E. L. (2004). Getting excited about data: Combining people, passion and proof to maximize student
achievement (2nd ed.). Sage.
Looking at Student Work http://www.lasw.org/welcome.html
(See especially Protocols and Resources/Student Work Sites)
Love, N., Stiles, K. E., Mundry, S., & DiRanna, K. (2008). The data coach’s guide to improving learning for all
students: Unleashing the power of collaborative inquiry. Corwin Press.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based
strategies for increasing student achievement. Association for Supervision and Curriculum Development.
National Center for Fair and Open Testing. http://www.fairtest.org/
EDU 6190 – Using Data to Improve Student Learning
Course Syllabus ~ Fall 2021
2022-30-FE/21305.20321/Jesse Hinrichs, jhinrich@css.edu
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Criteria for Google doc Group Assignment: Databite Exercises and Data Scenario 7 (group grade)
Criteria
Exemplary (13.5-15 pts.)
Satisfactory (12-13 pts.)
Needs Improvement (1-11.5 pts.)
Timeliness of
Response
Group members initiated work early in the posting
period and completed by the end deadline. (4.5 - 5
pts.)
Group members completed the work by
the end deadline. (4 pts.)
Group members did not complete the work
by the deadline. (1 - 3.5 pts.)
Quality of
Postings
Postings:
Postings:
Postings:
 Provide strong evidence of critical analysis of the
data in both the data bite exercises and the data
scenario.
 Provide some evidence of critical
analysis of both the exercise and the
scenario.
 Appear “hasty” with little or no critical
analysis of the exercise and/or the
scenario.
 Demonstrate in-depth understanding of data
presented.
 Demonstrate general understanding of
data presented.
 Demonstrate little understanding of data
presented.
(9 - 10 pts.)
(8 - 8.5 pts.)
(1 - 7.5 pts.)
Total (15 pts.)
Criteria for Your Turn Exercise for Chapter 3 and Data Scenario 6
Criteria
Quality of
Postings
Exemplary (9-10 pts.)
Satisfactory (8-8.5 pts.)
Needs Improvement (1-7.5 pts.)
Postings:
Postings:
Postings:
 Provide strong evidence of critical analysis of the
data in both the data bite exercises and the data
scenario.
 Provide some evidence of critical
analysis of both the exercise and the
scenario.
 Appear “hasty” with little or no critical
analysis of the exercise and/or the
scenario.
 Demonstrate in-depth understanding of data
presented.
 Demonstrate general understanding of
data presented.
 Demonstrate little understanding of data
presented.
(9 - 10 pts.)
(8 - 8.5 pts.)
(1 - 7.5 pts.)
Total (10 pts)
EDU 6190 – Using Data to Improve Student Learning
Course Syllabus ~ Fall 2021
2022-30-FE/21305.20321/Jesse Hinrichs, jhinrich@css.edu
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Criteria for Discussions 1-3 with Your Turn and Data Scenario Exercises
Note: Post comments in your own words.
Criteria
Timeliness & Interaction
Exemplary (13.5-15 pts.)
 Initial response to the discussion
and/or group responses are not
posted by due dates.
 Interacts with participants throughout
the discussion period.
 Interacts for only a small part of the
discussion period.
 Interacts with participants for most
of the discussion period.
(4 pts.)
(1 - 3.5 pts.)
Postings:
Postings:
Postings:
 Provide strong evidence of critical
analysis and synthesis of ideas
 Provide some evidence of analysis
or synthesis.
 Appear “hasty” with little thought
toward discussion topics.
 Demonstrate in-depth understanding
of content assigned.
 Demonstrate general understanding  Demonstrate little understanding of
of content assigned.
content assigned.
(4.5 - 5 pts.)
Critical examination of source
material (Your Turn & Data
Scenario exercise)
Needs Improvement (1-11.5 pts.)
 Initial response to the discussion and  Initial response to the discussion
all group responses are posted by the
and all group responses are posted
due dates.
by due dates.
(4.5 - 5 pts.)
Quality of Postings
Satisfactory (12-13 pts.)
(4 pts.)
(1 - 3.5 pts.)
 Your Turn exercise submitted with in-  Your Turn exercise submitted with
 Your Turn exercise is mentioned but
depth data from an external source
adequate data from external source.
not submitted.
 Interpretation of data of both exercise  Interpretation of data of both
and scenario enhances online
exercise and scenario is provided.
discussion.
(4 pts.)
(4.5 - 5 pts.)
 Little to no interpretation is made of
data from exercise and/or scenario.
(1 - 3.5 pts.)
Total (15 pts.)
EDU 6190 – Using Data to Improve Student Learning
Course Syllabus ~ Fall 2021
2022-30-FE/21305.20321/Jesse Hinrichs, jhinrich@css.edu
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Self-Designed Data Project
*Note: Please adhere to data privacy regulations. Any confidential data must be made anonymous.
(Project may be submitted in any electronic media and any format)
Criteria
Exemplary
Satisfactory
Needs Improvement
Context* and
question
The context of the project is clearly described.
Question is clear and is something that can be
influenced by the author. The question is closely
connected to student learning. (5.5 - 6 pts.)
The context and question are described but
lack specificity or clarity. The question may be
influenced by author but this is not entirely
clear. The question is connected to student
learning. (5 pts.)
The context and/or question are vague or not
described. Whether the question can be
influenced by the author is not addressed. The
connection to student learning is not made clear.
(1 - 4.5 pts.)
Multiple sources
and layers of data
Multiple sources and layers/levels of appropriate
data are selected to address the question. (7.5 - 8
pts.)
Multiple sources of appropriate data are used
but more layers or levels could be analyzed.
(6.5 - 7 pts.)
Only one source or only one level/layer of a
source is selected, or the sources selected are not
appropriate to the question.
(1 - 6 pts.)
Analysis and
interpretation
(Findings)
Data are analyzed systematically and interpreted
critically. Insightful questions are posed and explored
by critically examining the data for root causes. A
focus on student learning is consistently maintained.
(9 - 10 pts.)
Data are analyzed and interpreted but the
interpretation lacks depth. Questions are posed
with some examination of the data. A focus on
student learning is apparent.
(8 - 8.5 pts.)
Analysis and interpretation appear hasty and
shallow. Questions are not examined against the
data. Little or no focus on student learning.
(1 - 7.5 pts.)
Conclusions
The problem, possible causes and solutions are
tightly linked to the findings. Several research-based
sources are cited to support the conclusions. (9-10
pts.)
The problem, possible causes, and solutions
are plausibly linked to the findings. Sources are
cited to support the conclusions. (8-8.5 pts.)
Little connection is evident between the
conclusions made and the findings. No support
from other sources is provided. (1 - 7.5 pts.)
Goals & action plan
Author provides convincing evidence that goals and
action plan are based on conclusions; the action
plan is within his or her sphere of influence; and the
plan is focused on improving student learning.
Author provides some evidence that goals and
action plan are based on conclusions; the
action plan is within his or her sphere of
influence; and the plan is focused on improving
student learning.
(8 - 8.5 pts.)
Author provides little evidence that goals and
action plan are based on conclusions; the action
plan is within his or her sphere of influence; or the
plan is focused on improving student learning. (1 7.5 pts.)
Data are displayed clearly. Sources of data* and
other information are clearly and correctly cited in
APA format.
Data are displayed visually but lack clarity.
Sources of data* and other information are
cited.
The narrative is clearly written with almost no
mechanical, grammatical, or stylistic errors.
The narrative has some mechanical,
grammatical, and/or stylistic errors but they do
not detract from the meaning.
No visual display is provided. Sources of data*
and other information are not cited.
The narrative has so many mechanical,
grammatical, and stylistic errors that it detracts
from the meaning.
(9 - 10 pts.)
Display and
documentation*
(5.5-6 pts.)
(1 - 4.5 pts.)
(5 pts.)
Total (50 pts.)
EDU 6190 – Using Data to Improve Student Learning
Course Syllabus ~ Fall 2021
2022-30-FE/21305.20321/Jesse Hinrichs, jhinrich@css.edu
11 of 12
Reflection
Criteria
Synthesis
Exemplary
Satisfactory
Needs Improvement
The author (a) demonstrates depth of thought
in describing critical issues related to the
collection, interpretation and use of data in his
or her professional context; (b) has clearly
integrated issues presented in the course and
in his or her project.
The author (a) describes in general terms
the critical issues related to the collection,
interpretation and use of data in his or her
professional context; (b) has integrated
issues presented in the course or in his or
her project.
(5.5 - 6 pts.)
(5 pts.)
The author (a) describes in vague
terms one or more issues related to the
collection, interpretation or use of data
in his or her professional context; (b)
does not integrate the issues
presented in the course or in his or her
project.
(1 - 4.5 pts.)
Questioning
The author poses questions that (a) challenge
assumptions; (b) uncover inequities; and/or (c)
take a new line of inquiry on typical or
alternative data.
The author poses questions that
demonstrate critical thought, but are not
necessarily original. ‘
The author either does not pose
questions or poses questions that do
not require critical thought.
(2.5 pts.)
(1 - 2 pts.)
The reflection has some mechanical,
grammatical, and/or stylistic errors but
they do not detract from the meaning.
The reflection has so many
mechanical, grammatical, and stylistic
errors that it detracts from the
meaning. (0 pt.)
(3 pts.)
Writing
The reflection is clearly written with almost no
mechanical, grammatical, or stylistic errors.
(1 pt.)
(.5 pt.)
Total (10 pts.)
EDU 6190 – Using Data to Improve Student Learning
Course Syllabus ~ Fall 2021
2022-30-FE/21305.20321/Jesse Hinrichs, jhinrich@css.edu
12 of 12