Schools' use of data in teaching and learning

This digest found in

Assessment for Learning
Self evaluation

Authors

Kirkup, Catherine, Sizmur, Juliet, Sturman, Linda and Lewis, Kate National Foundation for Educational Research, UK

Publisher

Department for Education and Skills Research Report RR671

Introduction

Over the past decade, schools in Britain have collected and used increasing amounts of pupil assessment data, ranging from test data to within school cohort tracking. Information on pupils' performance in National Tests is centrally collated so that comparative data can be sent to schools for further analysis on the assumption that such comparative data to schools can help them to improve pupil performance. This study gathered evidence from users as to how successful they think the process of school improvement through the use of data has been.

The study examined how schools use data directly or indirectly to improve pupil progress. Its main finding is that that to promote teaching and learning data only become effective if they stimulate questions, discussion and subsequent action about the actual learning that is taking place and how it can be developed further. This will be of interest to school leaders and other practitioners, as well as policy makers.

Keywords:
United Kingdom, Special schools, Primary schools, Secondary schools, Assessment, Pedagogy, Teaching and learning, School improvement

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What were the main findings about how schools used pupil data? How did schools act on data to promote learning? What factors affected schools’ ability to make effective use of data? What made data management systems more useful? Where does the evidence come from? What are the implications for practitioners? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Schools' use of data in teaching and learning This digest found in Assessment for Learning Self evaluation Send to a friend Word doc 110KB Printer friendly Collate for later Authors Kirkup, Catherine, Sizmur, Juliet, Sturman, Linda and Lewis, Kate National Foundation for Educational Research, UK Publisher Department for Education and Skills Research Report RR671 Introduction Over the past decade, schools in Britain have collected and used increasing amounts of pupil assessment data, ranging from test data to within school cohort tracking. Information on pupils' performance in National Tests is centrally collated so that comparative data can be sent to schools for further analysis on the assumption that such comparative data to schools can help them to improve pupil performance. This study gathered evidence from users as to how successful they think the process of school improvement through the use of data has been. The study examined how schools use data directly or indirectly to improve pupil progress. Its main finding is that that to promote teaching and learning data only become effective if they stimulate questions, discussion and subsequent action about the actual learning that is taking place and how it can be developed further. This will be of interest to school leaders and other practitioners, as well as policy makers. Keywords: United Kingdom, Special schools, Primary schools, Secondary schools, Assessment, Pedagogy, Teaching and learning, School improvement