Examining Data Driven Decision Making via Formative Assessment: A Confluence of Technology, Data Interpretation Heuristics and Curricular Policy

Autor/inn/en	Swan, Gerry; Mazur, Joan
Titel	Examining Data Driven Decision Making via Formative Assessment: A Confluence of Technology, Data Interpretation Heuristics and Curricular Policy
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 11 (2011) 2, S.205-222 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Knowledge Management; Preservice Teachers; Formative Evaluation; Heuristics; Educational Technology; Data Interpretation; Decision Making; Educational Policy; Preservice Teacher Education; Barriers; Alignment (Education); Computer Software; Internet; Technology Integration; Open Source Technology; Pretests Posttests; Use Studies; Computer Assisted Testing; Computer Managed Instruction; Computer Software Evaluation; Usability; Surveys + Suchen Sie Ihr Suchwort? Wissensmanagement; Heuristik; Unterrichtsmedien; Data evaluation; Datenauswertung; Decision-making; Entscheidungsfindung; Politics of education; Bildungspolitik; Lehramtsstudiengang; Lehrerausbildung; Benutzerschulung; Computer-assisted instruction; Computerunterstützter Unterricht; Softwareanalyse; Survey; Umfrage; Befragung
Abstract	Although the term data-driven decision making (DDDM) is relatively new (Moss, 2007), the underlying concept of DDDM is not. For example, the practices of formative assessment and computer-managed instruction have historically involved the use of student performance data to guide what happens next in the instructional sequence (Morrison, Kemp, & Ross, 2001). Like many of its sister fields, such as knowledge management, DDDM implementation is reliant on technology, but requires many other components to be successful. This article reports on an exploratory study of preservice teachers' use of a web-based online tool designed to collect and display student level data. A primary purpose of the data displayed is to facilitate just-in-time formative assessment for instructional decision-making. Findings illuminate the barriers to implementing DDDM in actual classroom practice: a confluence of curricular policy as well as technology and teacher heuristics that result in variations in data interpretation that involve issues with both skill and perspective-taking on the data sets. Recommendations for school leaders and teacher educators alike include the need for the coherent alignment of pedagogy, policy, and supports. (Contains 6 figures and 3 tables.) (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10