Monday 5 August 2019
Start Date
5-8-2019 3:30 PM
End Date
5-8-2019 4:30 PM
Subjects
Data analysis, Student assessment, Data interpretation, Schools, Teacher role, Schools
Abstract
In recent years, education systems internationally have been encouraging data-use initiatives with the aim of improving student learning through data-driven decision making (DDDM). The use of student assessment data in particular has been promoted to guide teaching practices and progress student learning. Despite this, the adoption of data-use practices by New South Wales classroom teachers has been slow. The study qualitatively examined two core foundational activities that affect New South Wales classroom teachers’ use of student assessment data, referred to as assessment data collection (ADC) practices, and assessment data analysis (ADA) practices. Specifically, the study sought to answer: What are the processes that New South Wales teachers follow to a) collect and b) analyse student assessment data to inform their teaching practices?
Recommended Citation
Raffe, C. P., Alonzo, D., & University of New South Wales. (2019, August 05). How teachers engage with student assessment data: Understanding antecedents to data-driven decision making [Paper presentation]. Research Conference 2019 - Preparing students for life in the 21st century: Identifying, developing and assessing what matters. https://research.acer.edu.au/research_conference/RC2019/5august/14
Copyright Statement
Copyright Australian Council for Educational Research 2019
Place of Publication
Melbourne, Australia
Publisher
Australian Council for Educational Research (ACER)
ISBN
9781742865546
Geographic Subject
New South Wales
How teachers engage with student assessment data: Understanding antecedents to data-driven decision making
In recent years, education systems internationally have been encouraging data-use initiatives with the aim of improving student learning through data-driven decision making (DDDM). The use of student assessment data in particular has been promoted to guide teaching practices and progress student learning. Despite this, the adoption of data-use practices by New South Wales classroom teachers has been slow. The study qualitatively examined two core foundational activities that affect New South Wales classroom teachers’ use of student assessment data, referred to as assessment data collection (ADC) practices, and assessment data analysis (ADA) practices. Specifically, the study sought to answer: What are the processes that New South Wales teachers follow to a) collect and b) analyse student assessment data to inform their teaching practices?