Using data to support educational improvement

Data on student achievement are increasingly being used to support effective policy and practice, and to move education systems towards more evidence-informed approaches to large-scale improvement. In this paper, we outline strategies used in Ontario, Canada to create, enhance and apply a range of d...

Full description

Saved in:
Bibliographic Details
Published in:Educational assessment, evaluation and accountability evaluation and accountability, 2009-02, Vol.21 (1), p.47-65
Main Authors: Campbell, Carol, Levin, Ben
Format: Article
Language:English
Subjects:
Accountability
Assessment
Assessment Literacy
Canada
Classrooms
Data
Data Analysis
Decision making
Education
Education reform
Educational Change
Educational Facilities Improvement
Educational Improvement
Educational Strategies
Evidence
Evidence-based practice
Feedback
Foreign Countries
Improvement Programs
Instructional Improvement
Learning
Literacy
Ontario
Outcomes of Education
Professional Development
School districts
Students
Teachers
Teaching
Testing and Evaluation
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Data on student achievement are increasingly being used to support effective policy and practice, and to move education systems towards more evidence-informed approaches to large-scale improvement. In this paper, we outline strategies used in Ontario, Canada to create, enhance and apply a range of data to support educational improvement. These strategies were intended to integrate the collection of data and its use at the three levels of school, district, and province. The strategy also included improving educator capacity to use data and the development of better analytic tools to understand data in context.
ISSN:1874-8597
1874-8600
DOI:10.1007/s11092-008-9063-x