A data-to-difference improvement process running from collecting data to evaluating progress¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article outlines key characteristics of a process for moving from data to making a difference in education. The process is described as one "that begins with collecting data and ends with evaluating progress," positioning data use as a staged cycle rather than a single act of reporting scores. The article presents this process as a way of responding to education problems that lack clear definitions and simple solutions, though only the abstract's summary of the process is available here.

Design Implications¶

Context¶

Requirements¶

• The process presupposes that data are collected as a starting point before other stages proceed

Constraints¶

• The available text describes the process only at the level of its start and end points; intermediate characteristics are not visible

Target Learners¶

• school leaders and educators using data to improve instruction

Target Learning Objectives¶

• improving educational decision-making and student outcomes through systematic data use

Claims¶

• Education Problems Lack Clear Definitions And Simple Solutions [+W]

Related Theories¶

Examples¶

• Begin improvement work by collecting data and close the cycle by evaluating progress
• Data Wise Improvement Process
• Data-Based Decision-Making for Core Instruction
• Equitable Classroom Observations

Key Sources¶

• Andrew Hegedus. (2013). Moving from data to making a difference. TASA INSIGHT Magazine 28(2), 17-21. https://www.nwea.org/research/publication/moving-from-data-to-making-a-difference/