Theme: Data & Assessment
Organization Level: Classroom
Critical elements: Expectations for student success are high and are made clear. Expectations are faithful to the institution and department mission. Educators are active partners with department leaders and other educators in using data to support student achievement.
Practice: Use multiple forms of data to monitor student achievement and use results to respond to individual or collective learning needs.

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CriteriaLess Effective PracticesDeveloping Success FactorsCollege Readiness and Success
Instructional Expectations

Educators have little access to data to help them improve their practice, and minimal access to data to evaluate the impact of changes on student performance beyond the classroom.

Educators support data usage and share a sense of responsibility for all students. They are provided with mechanisms to develop specific strategies for changing their practice in response to data, and to track the impact of these adjustments.

Educators take responsibility for all students progress toward the next level of education or job. Educators clearly know their course skills that students need to master to successfully move on to the next course. Faculty access funding and professional development that enables them to make changes to their practice based on data, review the outcomes of these changes, and to discuss their experience openly with their peers.

Support for Data Usage

Some educators do not regularly use data to determine student academic needs. Data is not regularly used to determine academic improvement.

Educators prioritize the use of data to determine student needs and to make targeted academic improvements for teaching and learning.

Educators prioritize the daily use of data to accurately determine student needs and strengths and continually use the data to improve teaching and learning. Response to student needs is quick and provides direction to the appropriate needed support.

Learning Outcomes Assessments

Faculty struggles with the assessment process knowing the provided data will not fully inform classroom improvement.

Faculty embraces the learning outcome assessment process and plans to use the data to improve instruction and learning for students.

Faculty fully embraces the learning outcomes assessment process and looks forward to data to better inform instruction and successful learning for all students.

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