Using Data to Support Learning in Schools: Students, Teachers, Systems

Gabrielle Matters, ACER

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(Australian education review ; n. 49)
Includes a Foreword by Dr Randy Bennett

Abstract

In 'Using data to support learning', the author envisions an educational system built around 'evidenced-based practice', the idea that decisions at all levels should be grounded in data. From this perspective, it is important that teachers have the data they need to make more informed decisions about their students. A similar observation could be made for all of the decision makers that constitute the educational system and all of the decisions they need to make to facilitate achievement. The demand to improve decision making through data occurs because people are living in an age of accountability facilitated by new technology. But accountability in education has not come about simply because data can be collected and analysed data more easily. Accountability has become critical because today's globalised economy means that companies can invest anywhere that is politically stable and that has a skilled, productive workforce. Anywhere. To beat their competitors, companies must go to those locations that afford the best mix of skills and productivity. To keep jobs and to maintain current living standards, governments need to constantly improve the skill levels and productivity of their existing workforces. But to guarantee that future living standards are maintained, those governments must also ensure that today's students are educated to the highest achievement standards possible. And schools must be held accountable for that achievement if those standards are to be met.