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The influence of competences and support on school performance feedback use

(2011) EDUCATIONAL STUDIES. 37(2). p.141-154
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IWT Grant number SBO 50194 (Schoolfeedbackproject)
Abstract
Information-rich environments are created to promote data use in schools for the purpose of self-evaluation and quality assurance. However, providing feedback does not guarantee that schools will actually put it to use. One of the main stumbling blocks relates to the interpretation and diagnosis of the information. This study examines the relationship between data literacy competences, support given in interpreting the information, actual use of the feedback and potential school improvement effect. A randomised field experiment with 188 school principals from primary education was set up and a post-test was used to investigate the effects of a support initiative. The results revealed that a minority of schools invested significantly in the interpretation and diagnosis of the school performance feedback (SPF), despite the fact that most of the respondents showed an interest in the SPF report. In addition, data competence support and the subsequent use of feedback were found to be limited.
Keywords
EDUCATION, IMPROVEMENT, SELF-EVALUATION, SYSTEMS, school performance feedback systems, EFFICACY, INFORMATION LITERACY, school improvement, data use, data literacy competences, data-use support

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Citation

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Chicago
vanhoof, Jan, Goedele Verhaeghe, Jean Verhaeghe, Martin Valcke, and Peter Van Petegem. 2011. “The Influence of Competences and Support on School Performance Feedback Use.” Educational Studies 37 (2): 141–154.
APA
vanhoof, J., Verhaeghe, G., Verhaeghe, J., Valcke, M., & Van Petegem, P. (2011). The influence of competences and support on school performance feedback use. EDUCATIONAL STUDIES, 37(2), 141–154.
Vancouver
1.
vanhoof J, Verhaeghe G, Verhaeghe J, Valcke M, Van Petegem P. The influence of competences and support on school performance feedback use. EDUCATIONAL STUDIES. 2011;37(2):141–54.
MLA
vanhoof, Jan, Goedele Verhaeghe, Jean Verhaeghe, et al. “The Influence of Competences and Support on School Performance Feedback Use.” EDUCATIONAL STUDIES 37.2 (2011): 141–154. Print.
@article{1100607,
  abstract     = {Information-rich environments are created to promote data use in schools for the purpose of self-evaluation and quality assurance. However, providing feedback does not guarantee that schools will actually put it to use. One of the main stumbling blocks relates to the interpretation and diagnosis of the information. This study examines the relationship between data literacy competences, support given in interpreting the information, actual use of the feedback and potential school improvement effect. A randomised field experiment with 188 school principals from primary education was set up and a post-test was used to investigate the effects of a support initiative. The results revealed that a minority of schools invested significantly in the interpretation and diagnosis of the school performance feedback (SPF), despite the fact that most of the respondents showed an interest in the SPF report. In addition, data competence support and the subsequent use of feedback were found to be limited.},
  author       = {vanhoof, Jan and Verhaeghe, Goedele and Verhaeghe, Jean and Valcke, Martin and Van Petegem, Peter},
  issn         = {1465-3400},
  journal      = {EDUCATIONAL STUDIES},
  keyword      = {EDUCATION,IMPROVEMENT,SELF-EVALUATION,SYSTEMS,school performance feedback systems,EFFICACY,INFORMATION LITERACY,school improvement,data use,data literacy competences,data-use support},
  language     = {eng},
  number       = {2},
  pages        = {141--154},
  title        = {The influence of competences and support on school performance feedback use},
  url          = {http://dx.doi.org/10.1080/03055698.2010.482771},
  volume       = {37},
  year         = {2011},
}

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