What is Data-Driven Instruction

In this chapter, 132 teachers ranging from Kindergarten to Grade 12 in the United States were surveyed about their thoughts about their assessment system in their school as well as the assessment of non-tested subjects. Participants provided multiple alternatives focused on performance-based assessment, focusing on growth instead of achievement, as well as the need to have more teacher input in creating high-stakes assessments. The implications of this study can inform policy makers as well as state and district educational leaders who are in positions of power to select, modify, and create these assessments.