Data for Teachers
Data for Teachers

Data for Teachers

What data will we collect?

Teachers will answer key questions about their writing instruction to generate more than 75 data points. By asking a series of questions on our survey, which is designed to be adaptive, we will be able to gather an enormous amount of data without taking more than 3 minutes of a teacher's time.

Examples of the questions we ask, and associated answer choices, are below:

Which writing product(s) did students work on during this lesson?
  • Grammar activities
  • Individual sentences
  • Short response(s) or paragraph(s) that are not part of a longer product
  • Essay, report, or paper
  • Letter
  • Narrative and/or creative writing
  • Students did not do any writing during this lesson

Indicate how many minutes students spent on each writing product during this lesson.
  • 5 minutes
  • 10 minutes
  • 15 minutes
  • 20 minutes
  • 25 minutes
  • 30 minutes
  • 35 minutes
  • 40 minutes
  • 45 minutes
  • 50 minutes
  • 55 minutes
  • 60 minutes

Did students write about content they are studying (e.g., a novel, a time period in history, a science concept)?
  • Yes
  • No

Who is the primary intended audience for the final product resulting from the writing students did during this lesson?
  • The individual student
  • Teacher
  • Peers
  • School faculty (e.g., administrator, custodian, guidance counselor, other teachers)
  • Family members (e.g., parents, guardians, siblings, grandparents)
  • Standardized test grader
  • External audience (e.g., politician, newspaper, college admissions officer, employer)
Which of the following instructional strategies did you use to teach this writing skill?
  • Teacher thinking aloud
  • Teacher modeling
  • Reviewing a rubric or checklist
  • Analyzing a teacher-written model piece of writing
  • Analyzing a published piece of writing (mentor text)
  • Analyzing an exemplary piece of student writing
  • Analyzing a piece of writing to identify areas of improvement
  • Discussion (whole class or small group)
  • Students working on a collaborative piece of writing
  • Independent writing
  • Setting or reflecting on progress toward goals
  • None of the above

Will or did students receive any feedback on the writing they did during this lesson?
  • Individualized oral feedback from a teacher
  • Individualized written feedback from a teacher
  • Whole-class feedback from a teacher
  • Peer feedback
  • Individualized feedback from an online program
  • No, not on this piece of writing

What method(s) did you use to assess student writing during this lesson?
  • Conferenced with students to assess understanding
  • Looked at student work to assess understanding
  • Calculated percent correct
  • Used a checklist
  • Used a rubric based on an external assessment (e.g., state or national exams)
  • Used a rubric that is part of a curriculum
  • Used a school or district-created rubric
  • Used a teacher-created rubric
  • Did not assess today

How will we reflect teachers' data back to them?

Treatment teachers will have a personalized data dashboard that aggregates and summarizes their daily writing instructional practices from across the year. This private dashboard will allow teachers to reflect on their own instructional practices.


In the example dashboard above, the teacher can see which skills they have spent the most time on, as well as how the amount of time devoted to writing instruction has varied over time.

Contact Us
Contact Us

Our Research Goals
Our Research Goals
Data for Teachers
Data for Teachers
Info for Schools
Info for Schools
Meet the Team
Meet the Team