Question

During a phonics lesson, a third-grade teacher provides direct instruction to a small group of students on how to decode multisyllabic words by identifying the syllable types found within the word and applying the phonics rules that govern each. Which three of the following actions are most appropriate for using the data to inform instruction?

A. Analyzing data prior to adjustment of instructional goals and delivery.
B. Analyzing data after the adjustment of instructional goals and delivery.
C. Analyzing data to determine summative descriptions of performance.
D. Analyzing data to determine formative descriptions of performance.
E. Analyzing data to determine norm-referenced descriptions of performance.

Answer 1

The most appropriate actions for using data to inform phonics instruction are analyzing data prior to adjusting instructional goals and delivery, and determining formative descriptions of performance to guide instructional strategies. Summative and norm-referenced analyses are useful but do not offer the same level of instructional guidance.

Step-by-step explanation:

When seeking to use data to inform instruction in a third-grade phonics lesson, several actions are appropriate. The most appropriate actions to take after collecting and analyzing data on student performance would include:

1. Analyzing data prior to adjustment of instructional goals and delivery to determine immediate needs and tailor instruction accordingly.
2. Analyzing data to determine formative descriptions of performance which offers insights into the learning process and can guide further instructional strategies.
3. Analyzing data after the adjustment of instructional goals and delivery, although beneficial, is less immediate than the prior two actions and not included in the top three most appropriate actions for using data to inform instruction.
4. Summative descriptions of performance and norm-referenced descriptions of performance are both useful in different contexts, but they do not provide the same immediacy and specific guidance for instructional adjustment as formative analyses do.