Work

On the value of data-based decision making in education: The evidence from six intervention studies

Year: 2020

Type: article

Abstract: Although some studies have investigated the impact of data-based decision making (DBDM) on student achievement, the overall findings are not straightforward, because of the studies’ methodological flaws and their mixed results. This article first presents a breakdown of the DBDM concept as applied in the Dutch context. Next, it explains the theoretical foundations of DBDM in feedback and goal-setting theory and then discusses various factors influencing DBDM effectiveness. The results of six Dutch DBDM interventions with an explicit focus on student achievement effects of DBDM and with strong research designs are then presented. Significant positive effects on student performance as measured by means of standardized tests are reported for four interventions. The interpretation of student progress data from student monitoring systems does not seem to be problematic for teachers, if they are deliberately trained for it, but teachers do find it difficult to translate student progress data into tailor-made instruction.

Source: Studies In Educational Evaluation

DOI: 10.1016/j.stueduc.2020.100899

Author: Adrie J. Visscher

Institution: University of Twente

Language: English

Topic: Educational Assessment and Improvement

Subfield: Information Systems and Management

Field: Decision Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $1,950