High school teachers’ use of data to inform instruction

Many studies pointed to the importance of collaboration between teachers in regard to DBDM, and some also found this for AfL.

“Many studies pointed to the importance of collaboration between teachers in regard to DBDM”

The use of DBDM increasingly requires ICT skills, for example, regarding how to use information management systems and assessment systems.

“The use of DBDM increasingly requires ICT skills as found in several studies, for example, regarding how to use information management systems and assessment systems”

Collaboration between teachers involves transforming data into information through discussing and making sense of data/assessment results.

“Transforming data into information through discussing and making sense of data/assessment results (Datnow et al., 2012, 2013; Feldman & Capobianco, 2008; Schildkamp & Kuiper, 2010; Schildkamp et al., 2012; Schildkamp, Karbautzki et al., 2014; Young, 2006)”

A negative attitude can hinder the use of DBDM or AfL.

“A negative attitude can hinder the use of DBDM or AfL”

Collaboration between teachers involves discussing and developing plans for action, for example, instructional plans or strategies.

“Discussing and developing plans for action, for example, instructional plans or strategies (Datnow et al., 2012, 2013; Farley-Ripple & Buttram, 2014; Feldman & Capobianco, 2008; Levin & Datnow, 2012; Park & Datnow, 2009; Schildkamp & Kuiper, 2010; Schildkamp et al., 2012; Schildkamp, Karbautzki et al., 2014; Young, 2006).”

If teachers are resistant toward data use, do not believe that it can lead to improvement, do not believe that data actually reflect on their teaching, and would rather rely on their experiences and intuition, this can hinder data use in schools.

“For example, if teachers are resistant toward data use, do not believe that it can lead to improvement, do not believe that data actually reflect on their teaching, and would rather rely on their experiences and intuition, this can hinder data use in schools”

Much work on teachers' data literacy, including Mandinach and Gummer's, has tended to focus on teachers' data use in relation to teaching, instructional improvement, or student academic performance.

“Secondly, it appears that much work on teachers’ data literacy, including that of Mandinach and Gummer, has tended to focus on teachers’ data use in relation to teaching (e.g., Beck et al., 2020; Datnow et al., 2012) and instructional improvement (e.g., Datnow et al., 2021; Kerr et al., 2006; Wachen et al., 2018) or in relation to student academic performance (e.g., Poortman & Schildkamp, 2016; St”

Understanding school culture encompasses navigating challenges associated with using assessment data in the school.

“This encompasses recognizing the conditions that may facilitate or hinder teachers’ data use (Abdusyakur & Poortman, 2019; Anderson et al., 2010; Keuning et al., 2017) and navigating various challenges associated with using assessment data in the school (Datnow et al., 2012; Ford, 2018; Kanjee & Moloi, 2014; Thomas & Huffman, 2011).”

Teachers' skills in data use involve analysing multiple sources of data on student learning outcomes.

“Teachers’ skills in data use also involve selecting specific data types appropriate for different purposes (Anderson et al., 2010; Jimerson et al., 2016; Kanjee & Moloi, 2014), analysing multiple sources of data on student learning outcomes (Datnow et al., 2012; Vanlommel et al., 2021; von der Embse et al., 2021), and integrating multiple data sources to arrive at a holistic assessment of student”

Teachers' data literacy can be manifested in their use of data for multiple purposes, primarily in three areas: enhancing teaching practices, supporting student learning, and making plans and strategies for school improvement.

“Our review suggests that teachers' data literacy can be manifested in their use of data for multiple purposes, primarily in three areas: (a) to enhance teaching practices (e.g., Datnow et al., 2012, 2021; Farrell, 2015; Gelderblom et al., 2016; Wachen et al., 2018), (b) to support student learning (e.g., Joo, 2020; Lockton et al., 2020; Staman et al., 2017; Vanlommel et al., 2021; van der Scheer &”