Tuesday 29 August 2017

Start Date

29-8-2017 9:00 AM

End Date

29-8-2017 10:15 AM

Subjects

Equal education, Data interpretation, Data analysis, Teaching effectiveness, Disadvantaged, Equality (Social), Monitoring (Assessment), Grouping (Teaching purposes)

Comments

Keynote 3

Abstract

Data-driven decision-making is key pillar of educational reform initiatives in countries across the globe. While approaches to data use vary, the theory of action underlying these efforts is often similar. The common idea is that when leaders and teachers are knowledgeable about how to use data, they will become more effective in reviewing their existing capacities, identifying weaknesses, and charting plans for improvement. In the classroom, data can inform how teachers plan lessons, identify concepts for re-teaching, and differentiate instruction. For all these reasons, data use has significant implications for teaching and leadership. Ensuring equitable opportunities and outcomes for all students is also top priority of educators and policymakers. Data use can be an important lever for achieving equity, but how this may occur has not been well understood. Drawing on findings from in-depth qualitative research, this presentation will illuminate the conditions under which data-use efforts can help to open – or close – doors for students. Through a careful examination of day-to-day practices in schools and systems, this presentation will uncover how thoughtful data-use practices can expand students’ opportunities to learn, whereas misinformed use of data can limit their opportunities.

Place of Publication

Melbourne, Vic

Publisher

Australian Council for Educational Research (ACER)

ISBN

9781742864808

 
Aug 29th, 9:00 AM Aug 29th, 10:15 AM

Opening or closing doors for students? Equity and data-driven decision-making

Data-driven decision-making is key pillar of educational reform initiatives in countries across the globe. While approaches to data use vary, the theory of action underlying these efforts is often similar. The common idea is that when leaders and teachers are knowledgeable about how to use data, they will become more effective in reviewing their existing capacities, identifying weaknesses, and charting plans for improvement. In the classroom, data can inform how teachers plan lessons, identify concepts for re-teaching, and differentiate instruction. For all these reasons, data use has significant implications for teaching and leadership. Ensuring equitable opportunities and outcomes for all students is also top priority of educators and policymakers. Data use can be an important lever for achieving equity, but how this may occur has not been well understood. Drawing on findings from in-depth qualitative research, this presentation will illuminate the conditions under which data-use efforts can help to open – or close – doors for students. Through a careful examination of day-to-day practices in schools and systems, this presentation will uncover how thoughtful data-use practices can expand students’ opportunities to learn, whereas misinformed use of data can limit their opportunities.