2046.1.1 : Conceptual Framework for Data Literacy
The graduate applies research sources and data types useful in the graduate’s field of specialization to improve learning and development opportunities for all P–12 students.
2046.1.2 : Applied Data Literacy Skills
The graduate applies data literacy and analysis skills appropriate to the graduate’s field of specialization to enhance learning and development opportunities for all P–12 students.
As a leader, you will be asked to use educational data and apply data literacy skills as a part of school improvement efforts. In this task, you will first describe an educational problem from your setting. You will then access existing educational data relevant to the problem and describe the source(s) of data that include information from technologies such as state department of education websites, data warehouses, data dashboards, simple spreadsheets, and apps. They may also include assessment systems, student information systems, instructional management systems, or other relevant technologies. Sources of data could also include district data or classroom data.
Next, you will apply data literacy skills to identify educational problems and data, analyze the data and their types, and then make inferences and draw conclusions. Last, you will summarize three credible research articles and describe how they may inform the next steps of an action plan. You may use the “Data Analysis Template” to help guide your submission.
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Describe an educational problem relevant to your setting by doing the following:
1. Develop a problem statement that can be investigated by accessing and analyzing data.
Note: You will be accessing existing data. You will not need to collect original data.
2. Describe the setting or context in which the problem exists, including the participant group.
a. Describe the participant subgroups relevant to the problem.
Note: Some examples of participant characteristics include but are not limited to gender; socioeconomic status, homeless status; level of special education; and whether they are English learners, students with a parent in the military, or students in foster care.
3. Explain why each data type (qualitative and quantitative) may or may not be a good fit for the problem.
4. Describe stakeholders who may collaborate to address this problem, explaining why they are relevant.
5. Discuss ethical considerations related to student privacy, including how you will limit potential issues.
B. After selecting data relevant to the problem in part A, describe the source(s) of the data by doing the following:
Note: Data sources could include information from technologies such as state department of education websites, data warehouses, data dashboards, simple spreadsheets, and apps. They also may include assessment systems, student information systems, and instructional management systems. You may consider other relevant technologies that provide access to the analysis and reporting of data. You may access district data or classroom data as well.
1. Describe how you accessed the data, including the technology that you used.
2. Describe why the data you accessed from the source(s) are relevant to the problem and the participants in part A2.
3. Describe how the data source(s) is (are) credible.
C. Analyze each data set using methods aligned to the data type by doing the following:
1. Describe the quantitative, qualitative, or mixed methods used.
Note: Examples of quantitative methods include measures of central tendency and proportions. An example of a qualitative method is coding for themes.
2. Describe how the data were made into a meaningful representation of the information, including any technology that was used to aid this process.
3. Explain what your data say about the measures in the performance of the whole group of participants from part A2.
4. Explain what your data say about the measures in the performance of the subgroups of the participants from part A2a.
D. Discuss your results and inferences by doing the following:
1. Summarize your results.
2. Discuss the inferences you made based on the data by doing the following:
a. Explain how you turned the raw data into actionable knowledge.
b. Discuss how you plan to share the data and the related inferences with each stakeholder group from part A4.
3. Discuss how collaboration with each stakeholder group can help solve the problem from part A.
Note: These stakeholders can include but are not limited to principals, district administrators, parents, taxpayers, and legislators.
E. Summarize three credible articles related to the problem, describing how each may inform the next steps in implementing an action plan related to this problem.
F. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
G. Demonstrate professional communication in the content and presentation of your submission.
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
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NOT EVIDENT The submission demonstrates consistently unprofessional or unethical behavior or disposition as outlined in the WGU Teachers College Code of Ethics. |
APPROACHING COMPETENCE The submission demonstrates behavior or disposition that conflicts with the professional and ethical standards outlined in the WGU Teachers College Code of Ethics. |
COMPETENT The submission demonstrates behavior and disposition that align with the professional and ethical standards outlined in the WGU Teachers College Code of Ethics. |
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NOT EVIDENT A problem statement is not provided. |
APPROACHING COMPETENCE The provided problem statement cannot be investigated by accessing or analyzing data or is not focused on education. |
COMPETENT The provided problem statement can be investigated by accessing and analyzing data and is focused on education. |
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NOT EVIDENT A description is not provided. |
APPROACHING COMPETENCE The description does not include both the setting or context and the participant group, or the description does not relate 1 or more of these to the problem. |
COMPETENT The description relates the setting or context, including the participant group, to the problem. |
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NOT EVIDENT A description is not provided. |
APPROACHING COMPETENCE The described participants are not divided into subgroups, the subgroups do not flow from the larger group, or the subgroups do not relate to the problem. |
COMPETENT The described participants are divided into subgroups, the subgroups flow from the larger participant group, and the subgroups relate to the problem. |
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NOT EVIDENT An explanation is not provided. |
APPROACHING COMPETENCE The explanation does not distinguish between the identified qualitative and quantitative data types, or it does not address why each data type may or may not be a good fit for the problem. |
COMPETENT The explanation distinguishes between the identified qualitative and quantitative data types, and it addresses why each data type may or may not be a good fit for the problem. |
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NOT EVIDENT A description is not provided. |
APPROACHING COMPETENCE The description does not address the stakeholders or it does not explain why they are relevant. |
COMPETENT The description addresses the stakeholders and explains why they are relevant. |
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NOT EVIDENT A discussion is not provided. |
APPROACHING COMPETENCE The discussion of ethical considerations does not focus on student data privacy or does not address how to limit these potential issues. |
COMPETENT The discussion of ethical considerations focuses on student data privacy and addresses how to limit these potential issues. |
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NOT EVIDENT A description is not provided. |
APPROACHING COMPETENCE The description of how the data are accessed does not include enough detail to be replicated or does not specify the technology used to access the data. |
COMPETENT The description of how the data are accessed is detailed enough to be replicated and specifies the technology used to access this data. |
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NOT EVIDENT A description is not provided. |
APPROACHING COMPETENCE The description does not explain why the data are relevant to the problem or it does not explain why it is relevant to the participants in part A2. |
COMPETENT The description addresses why the data are relevant to the problem and why it is relevant to the participants in part A2. |
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NOT EVIDENT A description is not provided. |
APPROACHING COMPETENCE A description addresses how the data source(s) is (are) credible, but the sources of the data are drawn from biased or not credible sources. |
COMPETENT The description addresses how the data source(s) is (are) credible, and the data are drawn from unbiased and credible sources. |
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NOT EVIDENT A description is not provided. |
APPROACHING COMPETENCE The description does not address describe all quantitative, qualitative, and mixed methods used. |
COMPETENT The description addresses all quantitative, qualitative, and mixed methods used. |
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NOT EVIDENT A description is not provided. |
APPROACHING COMPETENCE A description of how the data will be organized is provided, but the representation of the data is not meaningful, or the description does not include the technology used. |
COMPETENT The description addresses how the data will be organized into a meaningful representation and includes the technology used. |
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NOT EVIDENT An explanation is not provided. |
APPROACHING COMPETENCE The explanation does not address what the data say about the measures of the whole group of participants. |
COMPETENT The explanation addresses what the data say about the measures of the whole group of participants. |
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NOT EVIDENT An explanation is not provided. |
APPROACHING COMPETENCE The explanation does not address what the data say about the measures, including the patterns and inconsistencies, in the performance of the subgroups. |
COMPETENT The explanation addresses what the data say about the measures, including the patterns and inconsistencies, in the performance of the subgroups. |
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NOT EVIDENT A summary is not provided. |
APPROACHING COMPETENCE The summary of results is incomplete or inaccurate. |
COMPETENT The summary of results is complete and accurate. |
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NOT EVIDENT A explanation is not provided. |
APPROACHING COMPETENCE The explanation addresses the raw data but does not address how the data are turned into actionable knowledge. |
COMPETENT The explanation addresses how the raw data are turned into actionable knowledge. |
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NOT EVIDENT A discussion is not provided. |
APPROACHING COMPETENCE The discussion addresses either the data or the inferences that will be shared, or each stakeholder group is not addressed. |
COMPETENT The discussion addresses the data and the inferences that will be shared with each stakeholder group. |
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NOT EVIDENT A discussion is not provided. |
APPROACHING COMPETENCE The discussion does not address how collaboration with each stakeholder group can help solve the problem. |
COMPETENT The discussion addresses how collaboration with each stakeholder group can help solve the problem. |
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NOT EVIDENT A summary is not provided. |
APPROACHING COMPETENCE The summary addresses fewer than 3 articles, or 1 or more articles are not credible. Or the description does not address how these articles are a good fit for the problem. Or the description does not address how each article may inform the next steps for an action plan based on research. |
COMPETENT The summary addresses 3 credible sources and how these articles are a good fit for the problem. The description addresses how each article may inform the next steps for an action plan based on research. |
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NOT EVIDENT The submission does not include in-text citations and references according to APA style for content that is quoted, paraphrased, or summarized. |
APPROACHING COMPETENCE The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized but does not demonstrate a consistent application of APA style. |
COMPETENT The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style. |
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NOT EVIDENT Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic. |
APPROACHING COMPETENCE Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective. |
COMPETENT Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding. |