Using Data to Support Learning in Schools: Students, Teachers, Systems. Australian Education Review Number 49

Australian Council for Educational Research. Available from: ACER Press. 347 Camberwell Road, Camberwell, Victoria 3124, Australia. Tel: +61-3-9835-7447; Fax: +61-3-9835-7499; e-mail: [email protected]; Web site: http://www.acer.edu.au

N

68

Academic Achievement; Conference Papers; Educational Research; Conferences (Gatherings); Data Analysis; Research Utilization; Foreign Countries; Meta Analysis; Thematic Approach; Performance Factors; Theory Practice Relationship; Expository Writing

8643-1692

978-0-86431-692-9

This review paper identifies and captures the major themes from the ACER 2005 Research Conference, distilling ideas and information from the conference papers and also from conversations that took place during the conference. The paper also looks at what are claimed to be effective ways of using data to improve student learning in schools. How data are used to support student learning is what is under consideration, from collecting reliable data, making valid interpretations, reflecting on those interpretations, and acting upon that information if and when necessary. The main purpose of the review is to consider both the conference papers and the bigger issues about using data, which most of the conference papers addressed to some extent. Section 1 sets the context, provides definitions and an organisational framework used in subsequent sections of the review. Section 2 focuses on some purposes for analysing educational data, the role of data in professional work, and potential data sources. Section 3 records what the research says about how data can be used to support learning and notes recurring themes. Section 4 identifies and comments on some of the apparent dichotomies in current discussions about data and evidence and suggests some alternatives for operating more effectively. In conclusion, Section 5 sets out implications for policy and practice of the methodological, strategic and ethical aspects of the issues discussed in earlier sections. (Contains 4 footnotes, 7 figures and 3 tables.)

ERIC

83

2007

ED499144