Student participation in data-informed decision making: from passive data sources to active data users

Purpose: Specific forms of data use in schools, particularly those that involve students in interpreting and utilizing the data about themselves, are gaining recognition. This exploratory qualitative study focused on students’ involvement in the use of data coming from a national survey.

Design/methodology/approach: In three best-practice schools, six focus groups were conducted with educators and students (N = 16) to find out how students were involved in the use of data, and what the perceived benefits were.

Findings: The results indicated that student participation ranged from involving students from specific groups (e.g. the student council) to taking a whole-classroom approach. The results also pointed to two missed opportunities: (1) students were not involved in goal setting, which may influence ownership and (2) students were mostly not involved in analyzing the data, thereby foregoing the chance to develop data literacy in students. Finally, the results confirm the importance of the dialogic use of data together with students to increase student participation, motivation, well-being and achievement.

Originality/value: Although data use in schools has been studied extensively, including students as a participant in this process has received little attention so far. This study sheds new light on how to include students in the use of data, and its possible benefits.