The Data Use Network brings together researchers, policy makers, and practitioners working in the field of data-based decision making. The focus is on the use of data, such as assessments, observations, and surveys, to improve education at the school, classroom, and individual student levels. Important topics for the network are aspects of policy or practice with regard to data use that have positive impacts in different countries’ contexts; factors that hinder or enable the use of data; effects and side effects of data use; definitions of effective data use (i.e. what does data use in different countries look like); support of schools in the use of data; and characteristics of effective professional development in the use of data.
Rationale
Several researchers around the world are conducting research into data use in education. Schools accumulate a lot of data, and have to face the challenge of transforming these data into (at best) systematically analysed information or evidence that can be used for educational decisions and the support of development processes by improving teaching and learning conditions, and thereby meet new policy imperatives. Conceptual frameworks of data-based decision making identify the process data use as a complex, cognitive, knowledge-based problem-solving or inquiry cycle with consecutive phases, that are not ensued in a linear, but rather iterative fashion. The concept of data-based decision making refers to the broad range of evidence like internal school data (e.g., student feedback, collegial observations), external data (e.g., school inspection, regular mandatory pupil performance assessment, central exams), but also more “generic” scientific research evidence (e.g., academic and professional literature) or referential data (e.g., from centrally purported school inspections or pupil performance assessments).
It is crucial that knowledge on data-based decision making is shared as it is our belief that this is the way forward in improving education and professional development. This is one of the reasons that a group of researchers set up this network. Establishing the extent to which aspects of policy or practice seem to have positive impacts in contexts in different countries is important for the development of robust theories on data use and the factors supporting or hindering this practice, as well as for the improvement of provision. Much can be learned by considering data use in different countries and sharing knowledge on data use practices around the world.
Goals
At the centre of the network are the research activities and findings of scholars. It is however also an explicit aim of the network to include practitioners, policy makers and politicians in order to set the research agenda, in order to discuss implications of studies and in order to disseminate the emerging knowledge base. In a time when schools are required to find a balance between autonomy and accountability against the backdrop of challenges of a volatile, uncertain, complex, and ambiguous world, data and evidence can provide a substantial foundation to equip future generations for socio-cultural participation and crisis resilience, not only in terms of academic achievement, but also softer aspects such as motivational-affective attitudes and beliefs. For example, data can help remove politics and ideology from decisions, and help focus on teaching and learning. Data can also focus the discussion within schools to target interventions for students and make teaching more effective. Data can help school leaders and teachers monitor their constantly changing environment, their functioning, and the extent to which curriculum aims are being met in order to react in a timely and evidence-informed manner when problems emerge. School leaders and teachers can use data to change their teaching, address existing (ineffective) programs in their schools, and improve the functioning of the school in terms of increased student achievement.
However, we also know that most school leaders and teachers struggle with data use, do not use data effectively, or do not use data at all. A majority of decisions by school leaders and teachers are taken based on intuition, instinct, and limited observations. Valuable time and resources are lost with the implementation of new curricula, which for example do not coincide with the needs of the students.
The goal of this network is to bring together the knowledge that exists on data-based decision making. By sharing our knowledge we hope to increase effective data use practices in all schools, as effective data use can lead to school improvement.
In this network, we will explore what using data looks like when school administration and politics, school leaders, and teachers include data into their decision making process, and not rely solely on their intuition, experiences or other (e.g. strategic considerations). A recurring and still important topic in this context is the question of factors that enable and hinder the use of data, such as the characteristics of the data itself (e.g. relevance of the data), personal characteristics of the users (e.g., attitude towards data, data literacy), school organizational characteristics (e.g. role of the school leader), or and the wider educational governance context. And finally, does the use of data in educational decision-making actually contribute to personal and organisational growth of the various stakeholders involved? In-depth knowledge in this field can help us in designing interventions to support schools in the use of data and to contribute to professionalisation in teachers initial and continuing education.
By sharing our knowledge, by comparing and contrasting different findings across a range of international jurisdictions, we can gain a comprehensive, global picture of the state of affairs, which can help researchers, practitioners, administrators and politicians to reflect more critically on what is happening in their schools in their countries. Oftentimes, seeing data use from a different perspective will help them to identify strengths and weaknesses in their own context, and prevent stakeholders from reinventing the wheel.
To summarise, the main objective of this network is to share knowledge on data use in order to improve data-driven decision making practices in education on a global level. This knowledge sharing will take place at conferences, such as ICSEI and AERA, by means of this website, and by other communication devices (e.g. mail newsletter, contact between members).
Members and membership
The network (network coordinators: Kristin Vanlommel, Jana Groß Ophoff, Lucas Silva) has members from all over the world, including but not limited to countries such as the Netherlands, Belgium, Germany, Israel, the UK, Denmark, Cyprus, Slovenia, Canada, New Zealand, USA, Australia, Chile, South Africa and Trinidad.
Contact Data Use Network
Twitter: @ICSEI_DataUse