‘Tracking’ learning

Residualising risk through dashboard data

Datos Bibliográficos

ID21501751
AutoresIan Hardy (0000-0002-8124-8766, The University of Queensland, autor de correspondencia), Louise G Phillips (0000-0002-2937-145X, The University of Queensland), M Obaidul Hamid (0000-0003-3205-6124, The University of Queensland), Reye (0000-0002-1539-1839, University of Bristol)
Año2026
Páginas1-22
Fecha de publicación2026-05-07
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Education Policy (JOURNAL)
Identificadores de la revistaISSN: 0268-0939 • E-ISSN: 1464-5106
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02680939.2026.2667292
OpenAlexW7160550498
IdiomaEN
Referencias citadas25

This article provides preliminary insights into how a particular data technology platform was introduced into one school site in a large Australian state and how it served as a ‘policy instrument’. The research draws upon critical data studies, and notions of risk, to develop the metaphor of ‘tracking’ in relation to students’ learning; such tracking helps to elaborate the myriad ways in which data were understood in the context of this platform. Interviews were undertaken with leading school administrators and teachers who were instrumental in disseminating information about the initiative. The research reveals: how this new platform was construed as helping ‘keep track’ of data in a more timely fashion than was the case with the existing data management system; a greater level of detail/granularity in relation to how students’ learning was ‘tracked’, and; how more personalised conversations were able to be generated in relation to students’ work, providing greater ‘traction’ on their learning. While the article reveals how educators can take a more active stance in relation to their students’ learning, it also shows how such actions were framed within what can be understood as increasing risk mitigation which policy support for data platforms enable

Dashboard · Data collection · Education, Healthcare and Sociology Research · Educational Assessment and Improvement · Qualitative Research Methods and Ethics