Student-involved data use: Teacher practices and considerations for professional learning

Jimerson, Jo Beth; Cho, Vincent; Wayman, Jeffrey C.

doi:10.1016/j.tate.2016.07.008

Cited by 20 publications

(10 citation statements)

References 34 publications

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“…Where individual teachers often struggle to analyze and interpret data, collaboration is considered to solve these problems (Hubbard, Datnow, & Pruyn, 2014; Van Gasse, Vanlommel, Vanhoof, & Van Petegem, 2016). Collaboration incorporates support and mutual reflection among teachers when making sense of data, alignment in and transparency of decision criteria, and a shared responsibility with regard to the high-stakes decisions (Datnow et al, 2012; Jimerson et al, 2016; Mandinach & Jimerson, 2016).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Sensemaking is a critical aspect of teacher judgment to consider in light of educational decisions, in-depth insight into how teachers make sense of data is still emerging (Coburn & Turner, 2012; Datnow, Park, & Kennedy-Lewis, 2012; Kane, 2013; Little, 2012; Spillane, 2012). An emerging field of research indicates that data use may not follow a rational model (Bertrand & Marsh, 2015; Coburn & Turner, 2012; Datnow & Hubbard, 2016; Jimerson, Cho, & Wayman, 2016; Schildkamp & Lai, 2013). On a related note, this reconceptualization acknowledges that teachers may use data in nonnormative ways.…”

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confidence: 99%

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How Do Teachers Make Sense of Data in the Context of High-Stakes Decision Making?

Vanlommel

Schildkamp

2018

American Educational Research Journal

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This study examines the way teachers make sense of data in the context of high-stakes decision making, such as decisions related to student placement in educational tracks. Different types of data, data collected rationally and intuitively, may be used in this sensemaking process, and the same data may be interpreted in different ways by different teachers. Results show that teachers base their decisions on rational processes only to a limited extent. Teachers collect a great amount of data intuitively, and they sometimes interpret data collected rationally by personal criteria and triangulate data to a very limited extent. Since fair educational decisions are informed by a rational collection and a transparent interpretation of data, implications for theory and practice are provided.

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Section: Conclusion and Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

How Do Teachers Make Sense of Data in the Context of High-Stakes Decision Making?

Vanlommel

Schildkamp

2018

American Educational Research Journal

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“…Second, to promote teacher collaboration in data use, there needs to be a safe environment. A safe and supporting school culture is a precondition for collaboration to occur [32]. School leaders play a significant role in cultivating an open climate and posi-tive, trusting relationships that encourage the teacher's willingness to become involved in decision-making processes [1,33].…”

Section: School Level Factors For Data Usementioning

confidence: 99%

Exploring the Perceptions of Estonian Teachers’ Data Use in School Development

2021

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Educational data use practices have a positive impact on evidence-driven school development. Although schools have an abundance of data available to make evidence-driven decisions, it might not be used to its full potential. This paper aimed to explore Estonian teachers’ perceptions of data use that support evidence-driven school development. In this qualitative research, semi-structured interviews were conducted with 21 teachers from six different schools. Data were analyzed deductively using a qualitative content analysis. The findings led to two themes, school level and teacher-level factors, that affected the perceptions and practices of data use for evidence. Collaboration was emphasized by both these factors. The results revealed that teachers did not see much interplay between the data they collected and used in their own classrooms for improving teaching and the data used at school-level developments. They evaluated their own data literacy skills as low. Researched schools did not have a systematic approach to data use, and teachers were left without support regarding how to use data and create meaning concerning data school development processes.

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“…This enables students themselves to adjust their learning process, to foster self-regulated and directed learning and may motivate them as well (Schildkamp and Kuiper, 2010;Mandinach, 2012;Sun et al, 2016). Jimerson and Reames (2015); Jimerson et al (2016); Jimerson et al (2018) as well as Kennedy and Datnow (2011) reported on the practice of studentinvolved data use (SIDU) in which "students are tasked with tracking and analyzing data about their own performance" (2018, p. 1). In doing so, the practice has different aims to improve teaching and learning: improving the instruction of teachers, improving student understanding, and to reflect on aspects of assessments.…”

Section: (Improving) Teaching and Learningmentioning

confidence: 99%

Data in Schools: (Changing) Practices and Blind Spots at a Glance

Krein

Schiefner-Rohs

2021

Front. Educ.

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This review aims to provide a concise overview of the role of (digital) data and new data practices in schools. By focusing on the impact of data on pedagogical practices, it aims to shed light on how the everyday tasks of teachers and other pedagogical staff in schools are changing, particularly as a result of the generation and use of digital data. For this purpose, existing studies and previous theoretical debates on this topic are examined for their perspectives on data and data practices in schools. The pedagogical data practices of (improving) teaching and learning, assessment and counseling, (data-driven) decision-making, and cooperation and collaboration by “doing data” will be elaborated and discussed. Likewise, data practices that are missing from the studies are identified. We conclude with an overview of blind spots and further research needs.

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Student-involved data use: Teacher practices and considerations for professional learning

Cited by 20 publications

References 34 publications

How Do Teachers Make Sense of Data in the Context of High-Stakes Decision Making?

How Do Teachers Make Sense of Data in the Context of High-Stakes Decision Making?

Exploring the Perceptions of Estonian Teachers’ Data Use in School Development

Data in Schools: (Changing) Practices and Blind Spots at a Glance

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