Using data to improve student learning theory, research and practice / [electronic resource] :

• 作者： Maxwell, Graham S.
• 其他作者：
  • SpringerLink (Online service)
• 其他題名：
  • Enabling power of assessment ;
• 出版： Cham : Springer International Publishing :Imprint: Springer
• 叢書名： The enabling power of assessment,v.9
• 主題： Educational evaluation. , Educational tests and measurements. , Assessment, Testing and Evaluation. , Statistics for Social Sciences, Humanities, Law. , Educational Policy and Politics.
• ISBN： 9783030635398 (electronic bk.) 、 9783030635374 (paper)
• FIND@SFXID: CGU
• 資料類型: 電子書
• 內容註: Part 1: Background Issues and Challenges -- Chapter 1. Introduction: Why the Current Emphasis on Data? -- Chapter 2. Different models (and Movements) of Data Use -- Chapter 3. Data in Context: The School as a Social Organisation -- Chapter 4. Defining and Assessing Appropriate Learning Outcomes -- Part 2: Meeting the Challenges: Managing the Processes -- Chapter 5. Collecting Data: Creating Databases -- Chapter 6. Validity Issues: Ensuring Data are Appropriate -- Chapter 7. Managing Databases: Making Data Accessible -- Chapter 8. Interpreting Data (Technically and Meaningfully) -- Chapter 9. Decision Issues: Taking Actions Based on Data -- Chapter 10. Leading and Developing Professional Expertise -- Part 3: Future Challenges -- Chapter 11. Possibilities for Practice and Research.
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• 摘要註: This book offers a coherent research-based overview and analysis of theories and practices in using data to improve student learning. It clarifies what 'use of data' means and differentiates the different levels of decision-making in education (relating to the system, district, school, classroom, or individual student) The relationship between data and decision-making is considered and various movements in the use of data to improve student learning are analysed, especially from the perspective of their assumptions and effects. This leads to a focus on effective educational decision-making as a social process requiring collaboration among all relevant participants. It also requires a clear understanding of educational aims, and these are seen to transcend what can be assessed by standardised tests. The consequences of this analysis for decision processes are explored and conclusions are drawn about what principles might best guide educational practice as well as what ambiguities remain. Throughout, the focus is on what existing research says about each of the issues explored.
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