University of Twente Student Theses
Designing Content Requirements to Assess Data Literacy Among Primary School Teachers in The Netherlands
Louw, M.J. van der (2024) Designing Content Requirements to Assess Data Literacy Among Primary School Teachers in The Netherlands.
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| Abstract: | Dutch primary school teachers are required to be data literate, this means analysing and interpreting student data to optimise education. Research shows that instructional changes made by data literate teachers lead to increased student achievements. However, there is no framework yet for data literacy from Dutch primary school teachers, hence, no standard performance objectives are formulated to assess the data literacy of these teachers. Consequently, no generic data literacy assessment instrument is available. This study builds upon the extensive Data Literacy for Teaching framework from Mandinach and Gummer and creates a data literacy framework for Dutch primary school teachers. Therefore, a three-round Delphi study was conducted among 16 data literacy experts, to reach a consensus on data literacy and skills that should be assessed in an intervention-independent assessment instrument. The results show a data literacy framework, a skill hierarchy of to-be-assessed skills, and content-related design requirements to assess these skills. Experts agree with the DLFT but, for example, automated tasks in the student monitoring system and tasks of academic coaches should be excluded. The design requirements and skill hierarchy form a strong foundation to create an intervention-independent data literacy assessment instrument for Dutch primary school teachers. |
| Item Type: | Essay (Master) |
| Clients: | De CED-Groep, Rotterdam, The Netherlands |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 81 education, teaching |
| Programme: | Educational Science and Technology MSc (60023) |
| Link to this item: | https://purl.utwente.nl/essays/103273 |
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