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Findings highlight differences in experience, confidence in data literacy, workload concerns, and suggest tailoring data tools and support to meet diverse educator needs.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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 \nExecutive summary  \nThe effective use of assessment data in schools relies on school leadership teams and teachers collating and interpreting data from various sources to make evidence-based decisions. To facilitate this, AQA is developing a dashboard that will provide clear insights into assessment data for educators at all levels.  \nTo ensure the dashboard aligns with the needs and preferences of teaching staff, the Research and Development team investigated teacher perspectives on data use in schools. Participants were divided into two independent categories: teachers of science, technology, engineering and maths (STEM) subjects, and teachers of non-STEM subjects. The assumption being that non-STEM teachers may approach data use differently because their background and training is less likely to be mathematically focused.  \nThe study explored the following research questions:  \n• What are the different viewpoints among teachers of STEM subjects regarding the use of data in schools?  \n• What are the different viewpoints among teachers of non-STEM subjects regarding the use of data in schools?  \n• How do the collective viewpoints of STEM and non-STEM teachers compare, revealing similarities and differences in their perceptions of data usage?  \nQ-methodology, which combines quantitative and qualitative techniques, was chosen as the most appropriate research method for revealing the range of perspectives held by the participants.  \nThe study yielded some useful insights into how data usage is currently perceived within the school environment and the potential implications for introduction of data dashboards. The key findings are summarised below:  \n• For participants who were enthusiastic about data use, their background (i.e. STEM or non-STEM) did not appear to affect the reasons for their positive view, although it may have had an impact on the strength of their opinion.  \n• Those with a non-STEM background who were unenthusiastic about data use appeared to have less experience of using data, felt less confident in terms of data literacy and had more substantial data concerns.  \n• Those with a STEM background who had a negative view of data use appeared to be concerned about additional workload.  \n• In the STEM group, those who were the least enthusiastic about data use tended to be class teachers.  \n• In the non-STEM group, enthusiasm for data use was more often expressed by heads of department. The findings from this study highlight the importance of tailoring data tools and support to meet the diverse needs and concerns of educators. These insights will contribute to the development of the dashboard and ensuring it is fit for purpose.  \nIntroduction  \nThe effective use of assessment data in schools relies on school leadership teams and teachers collating and interpreting data from various sources to make evidence-based decisions. To facilitate this, AQA is developing a dashboard that will provide clear insights into assessment data for educators at all levels.  \nTeams within AQA have already produced and trialled a prototype dashboard aimed at multi-academy trusts ( MATs). However, the focus has so far been on users at MAT senior leadership team level (e.g. chief executives, regional directors for learning) . To support the further development of this dashboard, the Research and Development team were asked to investigate and evaluate the accessibility of dashboards for a wider range of teaching staff, including those in the classroom. This was considered important because the lack of teacher input during the design process could result in future issues with meeting their needs and preferences.  \nPrior to the study, an annotated bibliography was produced. It was guided by the research question,‘What factors affect how teaching staff use assessment data to inform pedagogy?’ Four key themes emerged in th","cbCaiesDpV5qrDqO","https://ap.wps.com/l/cbCaiesDpV5qrDqO","pdf",1022438,28,"English","# Executive summary\n## Research questions and method\n## Key findings by STEM and non-STEM perspectives\n# Introduction\n## Dashboard development context\n## Annotated bibliography and literature themes\n## Data literacy in schools","[{\"question\":\"What is the purpose of the AQA assessment data dashboard discussed in the executive summary?\",\"answer\":\"It aims to provide clear insights into assessment data for educators at all levels, supporting evidence-based decisions in schools.\"},{\"question\":\"How did the study compare teachers’ perspectives on data use?\",\"answer\":\"Participants were grouped into teachers of STEM subjects and teachers of non-STEM subjects, and their collective viewpoints were compared to identify similarities and differences.\"},{\"question\":\"What differences were found between non-STEM and STEM teachers with negative or unenthusiastic views?\",\"answer\":\"Unenthusiastic non-STEM participants reported less experience with data, lower confidence in data literacy, and stronger data concerns, while negative STEM participants were concerned about additional workload.\"}]","Teacher insights into data use in schools - Executive summary - Research and Innovation | PDF",1792464896,71]