Expected data literacy knowledge and skills for early career teachers: Perspectives from school and district personnel

Abstract

Using multiple and diverse academic and non-academic data sources is critical to accurately assess student learning. This requires teacher preparation programs and professional development offerings to integrate data literacy concepts. The present study gathered information through focus group interviews with school/district personnel about their expectations for pre-service and early career teachers in relation to assessment and data literacies. Participants endorsed the importance of aligning learning outcomes to appropriate assessments and teachers’ data use to inform instructional decisions. Findings also revealed the terms assessment literacy and data literacy are often viewed synonymously.