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Cited by 78Educational Assessment and ImprovementTeacher Education and Leadership StudiesEducational Research and Methods

The effects of a data use intervention on educators’ satisfaction and data literacy

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Ebbeler, Johanna, Poortman, Cindy L., Schildkamp, Kim, Pieters, Jules M.·2017·Educational Assessment, Evaluation and Accountability
DOI 10.1007/s11092-016-9251-z
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Abstract

Schools in many different countries are increasingly expected to use data for school improvement. However, schools struggle with the implementation of data use, because building human capacity around data use in education has not received enough attention. Educators urgently need to develop data literacy skills for being able to use data. For supporting schools with the endeavor of developing data literacy skills, we developed and implemented a data use intervention in secondary schools based in the Netherlands. This study therefore focuses on the effects of this intervention on educator satisfaction with the intervention and their data literacy skills and attitude toward data use. This study uses a quasi-experimental research design and employs a mixed-methods approach with a data use questionnaire filled in by data team schools ( N = 9) and comparison schools ( N = 42), a satisfaction questionnaire filled in by data team participants ( N = 55), pre- and posttest knowledge tests filled in by data team participants ( N = 36), and interview data ( N = 11) from three case study schools. The results show that the participants were, for example, very satisfied with the support received during the intervention. Also, respondents developed new data literacy skills and showed a more positive attitude toward data use. The results show how teachers can be supported systematically in data use in their educational practice. In the conclusions, we discuss some important implications for practice regarding the intensity and duration of support and implications for further research.

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Authors
Ebbeler, J., Poortman, C. L., Schildkamp, K., & Pieters, J. M.
Affiliations
University of Twente (NL)
Corresponding author
Poortman, Cindy L.
ORCID
Venue
Educational Assessment, Evaluation and Accountability
Publisher
Springer Science and Business Media LLC
Published
2016-11-14
Volume
29
Issue
1
Pages
83-105
ISSN
  • 1874-8597 (ISSN-L)
  • 1874-8600
DOI
10.1007/s11092-016-9251-z
OpenAlex
W2551914783
Cited by
77
References
52
Citations by year
2026: 7 · 2025: 9 · 2024: 7 · 2023: 13 · 2022: 13 · 2021: 8 · 2020: 10 · 2019: 3 · 2018: 3 · 2017: 4
FWCI
6.31
Type
journal article
Language
en
Open access
Licence
Locations
  • Educational Assessment Evaluation and Accountability (publishedVersion, cc-by)
  • University of Twente Research Information (submittedVersion, other-oa)
Funders
University of Twente
Topics
  • Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Educational Research and Methods
Keywords
data literacy, school improvement, data teams, secondary schools, teacher support, educational data use

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