ERDG 677: Data-Based Decision Making in Literacy Assessment, Policy and Practice
Program Requirements and Prerequisites: This is a required course in the Childhood Education and Early Childhood Education programs, as well
as the Literacy Specialist B-6, 5-12, B-12 programs. Prerequisite: ERDG 600 or 601.
Course Description: This class is intended to enable teachers to effectively analyze and draw conclusions from classroom-, school- and system-level
literacy assessment data and to develop a critical understanding of the use and implications of data in literacy research. Areas of emphasis include
assessment functions (screening, monitoring, etc.), basic concepts of measurement, statistical inference, and research designs. The course uses data
sets as the basis for discussions about evaluation systems, instructional improvement (Common Core, APPR), data-driven decision making, proactive
participation in literacy initiatives, and principles for linking research and practice in literacy instruction.
Attributes:
 Literacy as Social Practice
 Equity
 Generate Productive Learning Communities**
 Engagement
 Reciprocal Relationships Across Modes of Communication*
 Strategic Teaching to Promote Self-Extending Learning
 Assessment of Literacies and Their Development**
 Research Based Professional Learning**
Core Content
Gaining Assessment Literacy
Attributes (continued)
 Respectful Representation of Student, Families, and Communities*
 Critical Literacies
 Disciplinary Literacy/Knowledge Building
 Data Based Decision Making**
 Technologies and Digital Media
 Materials and Resources*
 Prevention and Intervention*
 Standards*
Possible Assignments
Analyze a set of school level NY ELA State
Assessment results compare school, district, and
state proficiency levels. Students should
understand the strengths and limitations of
examining this data source.
Possible Readings
Allington, R.L. (2002). What I’ve learned
About effective reading instruction from a
decade of studying exemplary elementary
classroom teachers. Phi Delta Kappan,
83(10), 740-747.
Scores: Raw, Percentile, Stanine, Grade
equivalent, Standard/scale score, NCE, Ranks,
Ratings (inc. rubrics), profiles
Analyze a set of classroom level summative data
to identify a learner-centered problem and teacher
problem of practice that will be linked to
subsequent instructional decisions and
assessments.
Blythe, T., Allen, D., & Schieffelin, B.
(1999). Looking together at student work:
A companion guide to assessing student
learning. New York: Teachers College
Press.
Types of assessment:
Critically analyze two different research articles.
Understanding principles for interpreting
assessment results:
Constructs, norms, bias, item and text qualities,
reliability, validity
Kinds of data/kinds of decisions: Formative
and summative assessments, Standardized vs.
Norm-referenced vs. criterion-referenced,
Screening, Diagnostic, Benchmark,
Monitoring, Group vs individual,
Comprehensive assessment systems, RTI.
Boudett, K.P., City, E.A., and Murnane,
R.J. (Eds.) (2005). Data Wise: A step-bystep guide to using assessment results to
Use research articles and practitioner resources to improve teaching and learning. Cambridge,
inform literacy teaching practice, particularly as it MA: Harvard Education Press.
relates to learner-centered problem based upon
analysis of student assessment data.
Boudett, K.P., Steele, J.L. (2013). Data
Wise in Action. Cambridge, MA: Harvard
Evaluating different forms of research
Critically analyze a national literacy policy
Education Press.
Descriptions and standards of quality for a variety document and a news report of an educational
of research methodologies.
research study using the university electronic
Buly, M.R. & Valencia, S.W. (2002).
library system.
Below the bar: Profiles of students who fail
Conclusions drawn from research depend upon
state reading assessments, Educational
research design and questions.
Critically analyze a classroom assessment
Evaluation and Policy Analysis, 24(3), 219program in the context of the district system-wide
239.
Representing and misrepresenting data—the
assessment structure.
average vs. the case, statistical
Cosner, S. (2011). Supporting the initiation
significance/practical significance, alternative
and early development of evidence-based
explanations.
grade-level collaboration in urban
elementary schools: Key roles and
Developing ability to evaluate research and apply
strategies of principals and literacy
to one’s practice
coordinators. Urban Education, 46(4), 786827.
Data-based Decision-making
Analyzing student, classroom, school, and district
level data to inform instruction
Selective use of data (multiple sources) to
improve literacy teaching and learning
Productive Learning Communities
Work in teacher learning communities,
professional learning communities to examine a
variety of student data, identify learner-centered
problem.
Examining teacher practice through observation
Describe how you might generalize the
conclusions and the limits to doing so.
Dorn, L. J., & Henderson, S. C. (2010). A
comprehensive assessment system as a
response to intervention process. In P. H.
Johnston (Ed.), RTI in Literacy Responsive and Comprehensive. . Newark,
DE: International Reading Association.
Duke, N. K., & Martin, N. M. (2011). 10
things every literacy educator should know
about research. Reading Teacher, 65(1), 922.
and/or reflection, particularly as it relates to
learner-centered problem in order to reframe
learner-centered problem as a problem of
practice.
Develop action plan to address problem of
practice. Action plan includes assessment of
student literacy learning and teacher practice.
McGill-Franzen, A., Payne, R., & Dennis,
D. (2010). Responsive Intervention: What
Is the Role of Appropriate Assessment? In
P. H. Johnston (Ed.), RTI in Literacy Responsive and Comprehensive (pp. 115132). Newark, DE: International Reading
Association.
McKenna, M. C., & Stahl, K. A. (2009).
General concepts of assessment. In
Assessment for reading instruction (pp. 2440). New York, NY: Guilford Press.
Tomlinson, C. A. (2008). Learning to Love
Assessment. Educational Leadership,
65(4), 8-13.
Wanzek, J., & Vaughn, S. (2008).
Response to Varying Amounts of Time in
Reading Intervention for Students With
Low Response to Intervention. Journal of
Learning Disabilities, 41(2), 126-142.
Wiliam, D. (2008). Changing Classroom
Practice: Meeting regularly in teacher
learning communities is one of the best
ways for teachers to develop their skill in
using formative assessment. Educational
Leadership( December 2007-January
2008), 36-42