Data-based decision-making for school improvement
Research insights and gaps
Bibliographic Data
| ID | 23375720 |
|---|---|
| Authors | Kim Schildkamp (0000-0001-6154-6857, ELAN, University of Twente, BMS/ELAN, Enschede, The Netherlands, corresponding author) |
| Year | 2019 |
| Volume | 61 |
| Issue | 3 |
| Pages | 257-273 |
| Publication date | 2019-07-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0013-1881 • E-ISSN: 1469-5847 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00131881.2019.1625716 |
| OpenAlex | W2951965635 |
| Language | EN |
| Citations received | 72 |
| References cited | 54 |
Background: Data-based decision-making in education often focuses on the use of summative assessment data in order to bring about improvements in student achievement. However, many other sources of evidence are available across a wide range of indicators. There is potential for school leaders, teachers and students to use these diverse sources more fully to support their work on a range of school improvement goals.Purpose and sources of evidence: To explore data-based decision-making for school improvement, this theoretical paper discusses recent research and literature from different areas of data use in education. These areas include the use of formative assessment data, educational research study findings and ‘big data’. In particular, the discussion focuses on how school leaders and teachers can use different sources of data to improve the quality of education.Main argument: Based on the literature reviewed, an iterative model of data use for school improvement is described, consisting of defining goals for data use, collecting different types of data or evidence (e.g. formal data, informal data, research evidence and ‘big data’), sense-making, taking improvement actions and evaluation. Drawing on the literature, research insights are discussed for each of these components, as well as identification of the research gaps that still exist. It is noted that the process of data use does not happen in isolation: data use is influenced by system, organisation and team/individual level factors.Conclusions: When it comes to using data to improve the quality of teaching and learning, it is evident that some of the most important enablers and barriers include data literacy and leadership. However, what is less well understood is how we can promote the enablers and remove the barriers to unlock, more fully, the potential of data use. Only then can data use lead to sustainable school improvement.
Argument (complex analysis) · Data collection · Data quality · Educational research · Formative assessment · Identification (biology) · Mathematics education · Process (computing) · Quality (philosophy) · Sociology · Summative assessment · Computer Science · Educational Assessment and Improvement · Engineering · Evaluation and Performance Assessment · Psychology
Misconceptions about data-based decision making in education
Post-High School Outcomes of Adolescents with Learning Disabilities
Piloting a data dashboard to support data-informed health promotion in secondary schools
Principals as Pedagogical Leaders
A Mixed-methods Study of How to Improve Primary-secondary Transitions in England
Teachers’ Pedagogical Practices
Barriers and facilitators to data-based decision making in Australian early childhood education and care
Data literacy and disaster
The Affordances of Pragmatism for a Postdigital Citizen Social Science
Mapping research approaches to data practices in schools
Do pupils at research-informed schools actually perform better? Findings from a study at English schools
Co-creating tools to monitor first graders’ progress in reading
Role of data literacy training for decision-making in teaching practice
To use or not to use learning data
Analyzing factors promoting teachers’ use of Lirmi
Developing mindsets for equity-focused continuous improvement
Sustainable evidence-driven school improvement
Data in Schools
An Intelligent Recommender System for Personalized Test Administration Scheduling With Computerized Formative Assessments
Leading an Assessment Reform
School Leader Preparation in the U.S. State of Virginia
Designing a Digital Flash Reading Test for Data-Based Decisions in Inclusive Classrooms
Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education
Exploring the Perceptions of Estonian Teachers’ Data Use in School Development
Exploring the Instructional Effectiveness of High-Growth K-2 Teacher Teams in Foundational Reading
Are Turkish school principals ready to use artificial intelligence? Exploring the roles of growth mindset, self-efficacy and openness to change
Yöneticilerin Bakış Açısından İlköğretim Okullarında Veriye Dayalı Karar Verme
Primary teachers' information source use and the student role in adaptive teaching and differentiation
Effects of graphical representations on teachers’ interpretation of learning progress data. A registered replication
The need for school leadership and assessment capability in disruptive times
Automated feedback on discourse moves
Teachers’ use of data from digital learning platforms for instructional design
Principals’ enactment strategies
Decoding digital empowerment
What went wrong? Examining teachers’ data use and instructional decision making through a bottom-up data intervention in Denmark
School leadership development and academic achievement
Teachers’ assessment data use
Supporting the monitoring of the digital capacity of schools through optimal shortening of the Selfie tool
How comparing school performance data can support sensemaking for school development
Duration versus accuracy—what matters for computerised adaptive testing in schools
A feasible balance? The Italian teachers’ standpoint on assessment literacy, assessment practice, and teacher professional development
Does Teacher Data Use Lead to Improved Student Achievement? A Review of the Empirical Evidence
Principals' Influence on Research‐Based Education
We Are Left Alone
Factors Influencing School‐Based Mental Health Program Selection
Educator Perspectives on Data-Based Decision Making in Germany and the United States
Outcomes of Students With Disabilities After Exiting From High School
How Conceptions of Equity Inform Principal Data Use
Patterns of educational performance among Indigenous students in Australia, 2010–2019
Students’ willingness to engage with feedback from central tests
What do we know about internal school evaluation? A systematic review
School leaders’ and teachers’ attributions in making sense of norm-referenced school performance data. Do benchmarks matter
Exploring Elementary Teachers' Confidence and Anxiety in Data-Based Decision-Making
Monitoring the Transition Requirements of the Individuals With Disabilities Education Act
Data-based individualization in mathematics to support middleschool teachers and their students with mathematics learning difficulty
Improving teachers' beliefs about using student feedback
The relationship between teachers’ and principals’ use of results from nationwide achievement tests
The intersection of school context and teachers’ data use practice
Data use for school self-evaluation – The process, factors, and leadership practices in Estonian schools
Feeding back research results – Changes in principal and teacher narratives about student participation
Synergistic Scale for AI Integration in Spiritual Leadership and Educational Management Transformation (Ssai-Slem)
Ein neuer Blick auf Schulentwicklung. Das Zusammenspiel zwischen impliziten und expliziten Prozessen der Weiterentwicklung der Einzelschule
Designing an assessment tool for teacher leadership competencies in aspiring elementary school principals in Indonesia
Zwei Studien, ein Ergebnis
Data-driven decision making using local multi-source data
Data-based teacher decision-making
Evaluation of a Digital Geography Textbook by Secondary School Students in Slovakia through the Expectation Confirmation Model
Teachers’ Receptiveness to Opposing Views
Inequitable teacher turnover and performance-based appraisal
The obstacle race to educational improvement
The Irony of Accountability
Developing a School Improvement Scale to Transform Education into being Sustainable and Quality Driven
Sensemaking in organizations
Interventions Promoting Educators’ Use of Data
Developing the theory of formative assessment
Teacher capacity for and beliefs about data-driven decision making
A systematic review of prerequisites for implementing assessment for learning in classroom practice
Factors Influencing the Functioning of Data Teams
Assessment and Classroom Learning
Evidence based medicine
Data literacy
Factors influencing the utilisation of a school self-evaluation instrument
Exploring data use practices around Europe
Towards a culture of inquiry for data use in schools
Have we learned anything new about the use of evaluation
Have We Learned Anything New About the Use of Evaluation
Solving student achievement problems with a data use intervention for teachers
Contributing conditions
Prerequisites for data-based decision making in the classroom
Data-informed curriculum reform
We All Need Help
A Systemic View of Implementing Data Literacy in Educator Preparation
Rethinking Connections Between Research and Practice in Education
Below the Bubble
Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools
Teachers’ Sensemaking of Data and Implications for Equity
Framing the Problem of Reading Instruction
Student Involvement and Data-Driven Decision Making
| Unique citing works | 72 |
|---|---|
| Citations per year | 12 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 71 |