Implementation and effects of a school-wide data-based decision making intervention

Why a Data‐Based Decision‐Making Intervention Works in Some Schools and Not in Others

“…Moreover, our findings from the teacher questionnaire did not confirm differences in school leadership classes between strong‐effect and no‐effect schools. In a previous study (Keuning & Van Geel, ), we found that a strong data culture and DBDM‐oriented school leadership were positively associated. Seemingly, the impact of a school's data culture on DBDM‐effects is stronger than that of school leadership, perhaps other staff (e.g., the academic coach) also contributed to the data culture.…”

“…Why was the same DBDM intervention effective in Queen Beatrix Elementary, but not in Lake View Elementary? In the evaluation of the 2‐year DBDM intervention in 101 schools, we found evidence of a positive average intervention effect on student outcomes (Keuning & Van Geel, ; Van Geel, Keuning, Visscher, & Fox, ). However, we also found considerable variation between intervention effects across schools.…”

Teachers' views on the use of assessment for learning and data-based decision making in classroom practice

“…This approach does not directly take place during everyday practice, but the high-quality data can be used formatively to improve student learning outcomes (i.e., attaining results and targets) (Hoogland et al, 2016;Van der Kleij et al, 2015;Schildkamp & Kuiper, 2010). The following steps can be distinguished in the DBDM approach: setting a purpose; collecting, analyzing, and interpreting data; and taking action (Lai & Schildkamp, 2013;Keuning & van Geel, 2016;Mandinach & Gummer, 2016). Combined, these steps form a cyclical process.…”

“…For example, teachers can adapt instruction, and students can distribute their study effort in several short sessions over a longer period of time (rather than practicing the task in a few long sessions over a short period of time). Examples of studies that showed positive effects of AfL and/or DBDM interventions on student achievement are, for example, the study of Lai, Wilson, McNaughton, and Hsiao (2014) in which secondary school students' reading comprehension improved, and the studies by Andersson and Palm (2017) and Keuning and van Geel (2016) in which student achievement for mathematics in primary education improved.…”

Validity and reliability of student perceptions of teaching quality in primary education

“…Moreover, Van de Grift (2007) and Maulana, Helms-Lorenz, and Van de Grift (2014) stress the importance of adaptive instruction in the classroom: teachers adapting their teaching activities to the (varying) needs of their students. Another feature of effective lessons is ensuring that lessons are meaningful to students (Keuning & Van Geel, 2016;Kyriakides, Campbell, & Gagatsis, 2000). This means that teachers set clear lesson goals and clarify them to the students at the beginning of the lesson (what they are learning and why), that they make sure that all lesson activities relate to these goals, and that the goals are evaluated (Locke & Latham, 2002).…”