Effects of a Data-Based Decision-Making Intervention for Teachers on Students’ Mathematical Achievement

Abstract

Data-based decision making (DBDM) is an important element of educational policy in many countries, as it is assumed that student achievement will improve if teachers worked in a data-based way. However, studies that evaluate rigorously the effects of DBDM on student achievement are scarce. In this study, the effects of an intensive DBDM-intervention for Grade 4 teachers on students' mathematical achievement were investigated in a randomized controlled trial. Multilevel analyses showed that although no main effect on students' mathematical achievements was found, students who received "extended instruction" benefited significantly from the intervention. Based on the results, recommendations for the design of new DBDM-interventions and for their evaluation are presented.

Does smartphone-assisted student feedback affect teachers’ teaching quality?

“…A multilevel growth model (Field, 2013;Snijders & Bosker, 1999) was made as it takes into account the nested structure of the data (different time points were nested within one teacher; Peugh, 2010). Consistent with previous research (Leatherdale, Cameron, Brown, & McDonald, 2005;Van der Scheer & Visscher, 2017), a four-step modelling procedure was conducted as a follow-up to the null model, using SPSS Statistics version 24. Scores for teaching quality on M3 were used as the dependent variables.…”

Tracking the process of data use professional development interventions for instructional improvement: A systematic literature review

“…Other contents encompassed subject matter knowledge, pedagogical content knowledge (PCK), curriculum and assessment, standards, data information systems, etc. (e.g., van der Scheer, Glas, & Visscher, 2017;van der Scheer & Visscher, 2016;van der Scheer & Visscher, 2018).…”

“…Multiple forms of active learning experiences were incorporated in the data use PDIs (e.g., van der Scheer et al, 2017;van der Scheer & Visscher, 2016;van der Scheer & Visscher, 2018). With different data use processes applied, teachers learned and practised using data based on a problem in student learning from their classroom practice and context (Ebbeler, Poortman, Schildkamp, & Pieters, 2017), critically analysed classroom data and reflected on their professional behaviour (van der Scheer & Visscher, 2016), developed an instructional plan (van der Scheer & Visscher, 2018), and directly applied their newly gained skills in their schools .…”

Implementation and effects of a school-wide data-based decision making intervention

“…Therefore, when developing a DBDM school reform, we recommend sufficient attention is paid to these teaching skills within the classroom. For example, by including coaching sessions and classroom observations as a basis for providing teachers with feedback on their teaching skills (Van der Scheer & Visscher, 2014).…”

“…Since success or failure of DBDM implementation is very dependent on the quality of the last component of the DBDM cycle, we recommend that, when developing a DBDM school reform, much attention is paid to executing DBDM in the classroom. For example, by including teacher classroom coaching, to provide teachers with feedback on how they can adapt their instruction in line with students' needs (as determined by means of student performance data) ( Van der Scheer & Visscher, 2014).…”