Course Information

←Back to Courses
Equity in Data Literacy for Teaching
December 1, 2018 - December 31, 2285
The current focus on data and standardized testing can sometimes force teachers to think about students as numbers instead of people with unique backgrounds, needs, and contributions. This course helps you reflect on your own unique background and experiences as a launching off point for considering students’ individual qualities and strengths. Next, you take a close look at some of the existing inequities in education, including test bias and the opportunity gaps that exist among children. Then, you explore the use of multiple measures to assess student learning to ensure that your data use practices are equitable for all students. Talking about equity issues can be difficult, but the instructor encourages everyone to remember that we are all developing beings (Milner, 2018) who are constantly learning and reflecting.
Equity in Data Literacy for Teaching


Professional development
  • Self-paced, asynchronous, start any time
  • 10 hours of learning, includes full lifetime access to course discussions and materials
  • Certified badge (micro-credential) awarded upon successful completion of final project
Competencies addressed

As a result of completing the assigned readings, viewing the video segments, and engaging in the related discussion and activities, you will be able to:

  • Reflect on your prior knowledge and experiences in relationship to your teaching.
  • Identify how diversity in your classroom can be used as an asset.
  • Identify strategies for reducing bias in assessments.
  • Generate a plan for triangulation (i.e., multiple measures to assess student learning) for one instructional unit.
  • Reflect on inequities in data literacy practices and how to combat them.
Standards met

Meets InTASC professional standards for the licensing of new teachers.


Standard #6: “Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.”

Standard #9: “Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.”

  • Any K–12 teacher can take this course (no prior knowledge or actual classroom experience is required).
  • Access to Internet on mobile device or computer. No purchase of additional materials needed.
  • Review and engagement of all content material included in the course, in the sequence presented.
  • Successful completion of final project.
Content and format
  • 5 research-based modules, each taking roughly 1.5 to 2 hours to complete

1. Exploring Our Beliefs and Practices
2. Inequities in Education
3. Test Bias
4. Triangulation
5. Reflecting on Our Learning

  • Associated activities to test your knowledge of each module
  • Final project: Choose three methods of data collection you can use in your own classroom. Have each one vetted by a colleague, parent or guardian, or even a student. Apply feedback to refine the three methods for presentation in your ePortfolio. Reflect on each method and how it meets the needs of your particular learners.
About the author

Dr. Jori Beck is Assistant Professor of Teaching & Learning at Old Dominion University. Her article “Making a Case for Case-Based Teaching in Data Literacy” appeared in the Kappa Delta Pi Record journal (July–Sept issue, 2017). She specializes in qualitative methods, including case study, as well as works with school–university partnerships on the theme of equity.