Data-based decision making for instructional improvement in primary education
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The outcomes of the sense-making process can lead to different types of improvement actions, including curriculum changes, changes in instruction, and changes to assessment practices such as more formative assessments.
“The outcomes of the sense-making process described above can lead to di ff erent types of improvement actions (see Figure 1). For example, it may lead to curriculum changes and to changes in instruction. It may also lead to changes to the assessment practices in a school, such as the implementation of more formative assessments instead of overreliance on summative assessment”
From Data-based decision-making for school improvement: Research insights and gaps (2019) · cites this paper as Gelderblom et al. 2016
Section 2.2 describes how interpreting data can generate knowledge that leads teachers to adapt instruction; Section 6.1 also mentions revisiting aspects of the curriculum. The paper does not describe changing a school's assessment practices or replacing reliance on summative assessment with more formative assessments. Its discussion of using assessment data as feedback does not establish that proposed change. (LLM, conf=0.88)
Experimental — accuracy not yet measuredTeachers use data to inform lesson plans, set lesson objectives, develop differentiated instructions, and provide feedback to students.
“With respect to teaching enhancement purposes, teachers use data to inform their lesson plans (Ford, 2018; Gelderblom et al., 2016; Snodgrass Rangel et al., 2016; Reeves et al., 2016), set lesson objectives (Kallemeyn, 2014; Snodgrass Rangel et al., 2016; Reeves et al., 2016), develop differentiated instructions (Beck et al., 2020; Datnow et al., 2012; Farley-Ripple et al., 2019), and provide”
From Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021 (2024) · cites this paper as Gelderblom et al., 2016
Teachers use data to recognize individual students' learning needs, guide students to learning new or challenging concepts, set learning goals, and monitor learning progress.
“In relation to supporting student learning, teachers use data to recognize individual students’ learning needs (Curry et al., 2016; Gelderblom et al., 2016), guide students to learning new or challenging concepts (Abrams et al., 2021; Keuning et al., 2017; Marsh et al., 2010; Reeves et al., 2016), set learning goals (Abdusyakur & Poortman, 2019; Curry et al., 2016), and monitor learning progress (”
From Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021 (2024) · cites this paper as Gelderblom et al., 2016
The availability of data does not ensure the actual use of data to make changes in instructional practices in the classroom.
“Studies (e.g. Gelderblom et al. 2016; Wayman, Jimerson, and Cho 2012) have shown that the availability of data does not ensure the actual use of data to make changes in the instructional practices that happen in the classroom.”
From Data-based decision-making for school improvement: Research insights and gaps (2019) · cites this paper as Gelderblom et al. 2016
Teachers may need thorough knowledge of educational government policies to ensure alignment between state-level curriculum initiatives and school-level assessment policies.
“Teachers may need to have thorough knowledge of educational government policies to ensure alignment between state-level curriculum initiatives and school-level assessment policies (Anderson et al., 2010; Copp, 2017; Gelderblom et al., 2016; Hardy, 2015).”
From Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021 (2024) · cites this paper as Gelderblom et al., 2016
Section 3.1 describes Dutch national objectives and government-mandated assessments, while section 6.1 discusses alignment across grade levels through data use. Neither passage says teachers need thorough knowledge of government policies to align state-level curriculum initiatives with school-level assessment policies; searches for that policy-knowledge link found no supporting passage. (LLM, conf=0.72)
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- Authors
- Gelderblom, G., Schildkamp, K., Pieters, J., & Ehren, M.
- Affiliations
- University of Twente (NL)
- University of London (GB)
- Corresponding author
- Gelderblom, Gert
- Venue
- International Journal of Educational Research
- Publisher
- Elsevier BV
- Published
- 2016
- Volume
- 80
- Pages
- 1-14
- ISSN
- 0883-0355 (ISSN-L)
- OpenAlex
- W2514747267
- Cited by
- 74
- References
- 85
- Citations by year
- 2026: 10 · 2025: 12 · 2024: 10 · 2023: 8 · 2022: 11 · 2021: 4 · 2020: 6 · 2019: 5 · 2018: 6 · 2017: 2
- FWCI
- 7.53
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- International Journal of Educational Research (publishedVersion)
- University of Twente Research Information (publishedVersion, other-oa)
- UCL Discovery (University College London) (submittedVersion)
- University of Twente Research Information (submittedVersion, other-oa)
- Data Archiving and Networked Services (DANS) (submittedVersion)
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- data-driven decision making, teaching improvement, primary school teachers, teacher data use, adaptive instruction, feedback, learning time, learning outcomes
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