On the value of data-based decision making in education: The evidence from six intervention studies

Adrie J. Visscher*

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

3 Citations (Scopus)
1 Downloads (Pure)

Abstract

Although some studies have investigated the impact of data-based decision making (DBDM) on student achievement, the overall findings are not straightforward, because of the studies’ methodological flaws and their mixed results. This article first presents a breakdown of the DBDM concept as applied in the Dutch context. Next, it explains the theoretical foundations of DBDM in feedback and goal-setting theory and then discusses various factors influencing DBDM effectiveness. The results of six Dutch DBDM interventions with an explicit focus on student achievement effects of DBDM and with strong research designs are then presented. Significant positive effects on student performance as measured by means of standardized tests are reported for four interventions. The interpretation of student progress data from student monitoring systems does not seem to be problematic for teachers, if they are deliberately trained for it, but teachers do find it difficult to translate student progress data into tailor-made instruction.

Original languageEnglish
Article number100899
JournalStudies in educational evaluation
Volume69
Early online date28 Jul 2020
DOIs
Publication statusPublished - 1 Jun 2021

Keywords

  • UT-Hybrid-D
  • Effectiveness
  • Evaluation
  • Intervention
  • Professional development
  • Data-based decision making

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