ABSTRACT
This chapter explores a series of considerations for teachers and school leaders who aim to use data to support inclusive practice and student learning in the current era of accountability. Investigating multiple data sources such as students’ performance on a range of summative assessment items, along with formative data such as students’ work samples and teacher observations, makes it possible to triangulate data and form a better picture of student learning. Assessment data can inform teaching because it can provide important insights into a child’s ‘zone of proximal development’ (ZPD). The Gradual Release of Responsibility model provides multiple stages of instruction that aim to extend students’ progress within their ZPD. Assessment data can also be used to develop teaching using a framework developed utilising Universal Design for Learning (UDL) principles. Assessment data is often used to diagnose a ‘problem’ with student performance. However, assessment data can work as a double-edged sword.
