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This book offers a coherent research-based overview and analysis of
theories and practices in using data to improve student learning.
It clarifies what 'use of data' means and differentiates the
different levels of decision-making in education (relating to the
system, district, school, classroom, or individual student). The
relationship between data and decision-making is considered and
various movements in the use of data to improve student learning
are analysed, especially from the perspective of their assumptions
and effects. This leads to a focus on effective educational
decision-making as a social process requiring collaboration among
all relevant participants. It also requires a clear understanding
of educational aims, and these are seen to transcend what can be
assessed by standardised tests. The consequences of this analysis
for decision processes are explored and conclusions are drawn about
what principles might best guide educational practice as well as
what ambiguities remain. Throughout, the focus is on what existing
research says about each of the issues explored.
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