'Data data on the wall show me progress for them all': Using data walls to track student growth in learning
Samantha Ying and Rayanne Shakra
The University of Sydney, Australia
secondary school teachers perceive that data walls impact their teaching practices and subsequently, students' earning and growth. By drawing on a conceptual model of evidence-informed practice (EIP), this case study examined responses from secondary school teachers to review the role of data walls in their teaching and learning programs. Teacher participants provided anecdotal evidence to justify how effectively they perceive data walls to support EIP as well as the potential challenges of using data walls in a secondary school context. Findings show that data walls were specifically beneficial for prompting collaborative discussions, but were not holistically effective in supporting and sustaining EIP. The study concluded that data walls in secondary schools must be context specific. Further research into technological possibilities and the quality of data across various key learning areas (KLAs) is also necessary to ensure the efficacy of data wall use for diverse learning contexts.
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|Authors: Samantha Ying is an Honours student with the Centre of Educational Measurement and Assessment at The University of Sydney, Australia.|
Rayanne Shakra is a sessional academic at The University of Sydney, Australia and PhD student with the Centre of Educational Measurement and Assessment at The University of Sydney, working in the Centre on evidence-informed practice and data literacy for teachers in the educational sphere.
Please cite as: Ying, S. & Shakra, R. (2022). 'Data data on the wall show me progress for them all': Using data walls to track student growth in learning. Issues in Educational Research, 32(3), 1233-1249. http://www.iier.org.au/iier32/ying.pdf