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- Vol 5 RE: Chapter 12
data-based decision makingteacher data literacyformative assessment datainstructional adaptationstudent groupingprofessional learning supportcollaborative inquiryimplementation sustainabilityJournal article Evidence summaryAt a glance
Tayem and Bourgeois map how K–12 teachers use data-based decision making and what is known about training, practice, and outcomes. Their scoping review identifies geographic and temporal concentrations in the literature, especially studies from the United States and the Netherlands and clusters published during 2016–2017 and 2020–2022.
Key ideas
Research has focused more on elementary and in-person settings than secondary or online schooling. Across studies, teachers use assessment and other data to identify learner needs, set goals, select or adjust instruction, group students, and monitor progress. Interventions can improve teachers’ data use and sometimes student outcomes, but implementation is constrained by data literacy, beliefs, time, access to usable information, collaboration, leadership, and the alignment of tools with instructional work. One-off training is unlikely to sustain change; teachers benefit from continuing support that joins technical analysis with pedagogical interpretation and opportunities to act on findings.
Why it matters
The authors highlight uneven terminology and methods and call for research in underrepresented contexts, stronger outcome designs, and attention to long-term sustainability. Data should inform professional judgement rather than mechanically dictate decisions.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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