Examining the individual and collaborative use of standardised data by primary teachers in Northern Ireland and exploring teachers’ knowledge, confidence and attitudes in relation to the use of standardised data to improve pedagogy

Teachers very frequently lack the knowledge, confidence and attitudes needed to make effective individual and collaborative use of standardised data to improve the quality of instruction, and this is having a detrimental impact upon the way in which teachers use these data. However, the findings also demonstrate that the lack of expectations, the limited opportunities for collaborative dialogue, the restrictive professional development opportunities, and shortfalls in teacher education, are also contributing to teachers’ ineffective use of standardised data, in relation to the improvement of pedagogy.<br><br>The most critical challenge for school leaders is to provide primary teachers with data-related professional development opportunities, which are underpinned by an appreciation of the influence of teachers’ capacities and dispositions upon the data use process and by an understanding of the factors which contribute to these capacities and dispositions.

These opportunities must explicitly develop the knowledge, confidence and attitudes which teachers need, to make effective individual and collaborative use of standardised data to improve their pedagogical decisions. The recommended approach to teachers’ data-related professional development is Mandinach and Gummer’s (2016) ‘Data Literacy For Teachers’ (DLFT) framework. Inspired by research, it represents a positive step towards ensuring that the effective use of standardised data for pedagogical purposes gathers the momentum it currently lacks, and that standardised data begin to fulfil their potential in relation to improving the quality of both teaching and learning. <br>