The influence of competences and support on school performance feedback use
Information‐rich environments are created to promote data use in schools for the purpose of self‐evaluation and quality assurance. However, providing feedback does not guarantee that schools will actually put it to use. One of the main stumbling blocks relates to the interpretation
and diagnosis of the information. This study examines the relationship between data literacy competences, support given in interpreting the information, actual use of the feedback and potential school improvement effect. A randomised field experiment with 188 school principals from primary
education was set up and a post‐test was used to investigate the effects of a support initiative. The results revealed that a minority of schools invested significantly in the interpretation and diagnosis of the school performance feedback (SPF), despite the fact that most of the respondents
showed an interest in the SPF report. In addition, data competence support and the subsequent use of feedback were found to be limited.
Keywords: data literacy competences; data use; data‐use support; school improvement; school performance feedback systems
Document Type: Research Article
Affiliations: 1: Institute of Education and Information Sciences, University of Antwerp, Gratiekapelstraat, Antwerp, Belgium 2: Department of Educational Studies, Ghent University, H. Dunantlaan, Ghent, Belgium
Publication date: 01 May 2011
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