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Evaluation of data driven teaching in primary education : a mixed methods study

Staijen, Lindsey Jolien Mariëtte (2016) Evaluation of data driven teaching in primary education : a mixed methods study.

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Abstract:In the period 2010-2012 teachers teaching in schools of the school board Quo Vadis participated in the FOCUS-project to improve school quality. In that project, teachers learnt to apply data driven teaching by the use of their student monitoring system ParnasSys. This year (2016) the school board aims to evaluate the outputs of the FOCUS-project. Furthermore, the board aims to improve self-evaluation of schools on their school quality by implementing the ‘audit systematic’, which has been developed by a specialized organization. This means that an audit team will be formed and trained to visit schools of Quo Vadis to check if their self-evaluation, in this study with respect to data driven teaching, provides a valid description of the daily practice in school. The audit team will focus on all aspects of the inspectorate framework. However, in this study only data driven teaching will be focussed on, since for this topic the school board does not have an appropriate audit framework yet. This study exists of two parts. The first part focusses on the question to what extent teachers are able to use the student monitoring system for data driven teaching and what their vision and experience with respect to data driven teaching is. This will be determined by the use of a survey and interviews. The main question that will be covered in the second part is how to assess data driven teaching during the audits. This will be studied by conducting an exploratory research and testing the conducted audit framework during several audits. Finally, suggestions for improvements are provided by the use of the previously mentioned data. It is expected that teachers score equal or higher on the survey in comparison with the post-test of the FOCUS-project and will be using the analyses performed in ParnasSys in daily practice for data driven teaching. In order to determine the ability of teachers to interpret quantitative output in ParnasSys (e.g. graphs and tables), the same survey as at the end of the FOCUS-project was conducted. At that time, in 2011, the average teacher score was 63 percent correct. Results show that in 2016, teachers scored an average of 75 percent correct. Moreover, teachers who participated in the FOCUS-project scored higher (77 percent) on the questionnaire than teachers who did not participate (70 percent). If the knowledge of data driven teaching is actually applied in practice can now be evaluated during an audit by the use of the in this study developed audit framework. Moreover, the vision and experiences of the teachers with respect to data driven teaching were assessed by interviews. The attitude of teachers towards the use of data and the implementation of what is learnt in the FOCUS-project in daily practice were discussed in the interviews. Data showed that schools of Quo Vadis differ in which analyses of ParnasSys are used in practice and for which subjects plans are made, applied and evaluated in daily practice. Moreover, older teachers seemed to be less motivated to use ParnasSys and group plans. Finally, younger teachers who had not participated in the FOCUS-training, stated to have a need for a training with respect to data driven teaching, since in teacher training colleges this topic is hardly covered. Recommendations for Quo Vadis are to provide guidelines for schools for which topics group plans should be made and which analyses are important to use in practice. Then, data driven teaching in schools of Quo Vadis is more consistent and mobility for teachers will become more easy. Furthermore, since younger teachers are interested in a training, Quo Vadis might organize training for this group or might educate internal coaches (IB’ers) how to help new teachers to work according to the guidelines of data driven teaching.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/70294
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