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School performance feedback systems: design and implementation issues

(2011)
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Abstract
School performance feedback systems (SPFS) are specifically designed for providing schools with confidential information on their functioning. They follow the trend of data-driven schools improvement by fulfilling the need of schools of accessible information-rich environments. Several local initiatives have been developed and implemented worldwide. However, little is known yet on the impact of these systems on the schools’ functioning and performance. Furthermore, no detailed studies on SFPS user comprehension have been performed. In this dissertation, five studies have been reported and discussed. In the second chapter, a general introduction in characteristics of SPFSs is provided. A framework for characteristics of SPFSs has been applied to five SPFSs worldwide. This descriptive and analytic study illustrates both the wide variety in features but also provides a discussion on the rationales for making choices in feedback design. Following on a framework of SPFS characteristics, Chapter 3 is devoted to a framework for SPFS use. Parts of this framework are used in further studies described in the successive chapters. Based on the Visscher framework, both influencing factors, SPF use and the resulting effects have been analyzed in the context of the School Feedback Project by examining users’ perceptions. Intrigued by the call for research on feedback interpretability, the fourth chapter focuses on the representation and interpretation of central SPF concepts. Alternatives in representation modes of value added and learning gain have been examined, by integration of literature on graphical data representation. Particular attention has been paid to misconceptions and interpretation difficulties. The Chapters 5 and 6 tackle two crucial variables in SPF use: data literacy competences and support in using SPF. By reporting the results of both a quantitative (Chapter 5) and a qualitative (Chapter 6) study, the outcomes of a field experiment with participants of the School Feedback Project results in recommendations for effective support in using SPF. A final chapter enumerates the key finding from all studies by answering the research questions. A complementary overall discussion and general conclusion conclude this dissertation.
Keywords
Data interpretation, Data representation, School performance feedback systems, Data use

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Citation

Please use this url to cite or link to this publication:

Chicago
Verhaeghe, Goedele. 2011. “School Performance Feedback Systems: Design and Implementation Issues”. Ghent, Belgium: Ghent University. Faculty of Psychology and Educational Sciences.
APA
Verhaeghe, Goedele. (2011). School performance feedback systems: design and implementation issues. Ghent University. Faculty of Psychology and Educational Sciences, Ghent, Belgium.
Vancouver
1.
Verhaeghe G. School performance feedback systems: design and implementation issues. [Ghent, Belgium]: Ghent University. Faculty of Psychology and Educational Sciences; 2011.
MLA
Verhaeghe, Goedele. “School Performance Feedback Systems: Design and Implementation Issues.” 2011 : n. pag. Print.
@phdthesis{1223338,
  abstract     = {School performance feedback systems (SPFS) are specifically designed for providing schools with confidential information on their functioning. They follow the trend of data-driven schools improvement by fulfilling the need of schools of accessible information-rich environments. Several local initiatives have been developed and implemented worldwide. However, little is known yet on the impact of these systems on the schools{\textquoteright} functioning and performance. Furthermore, no detailed studies on SFPS user comprehension have been performed.
In this dissertation, five studies have been reported and discussed. In the second chapter, a general introduction in characteristics of SPFSs is provided. A framework for characteristics of SPFSs has been applied to five SPFSs worldwide. This descriptive and analytic study illustrates both the wide variety in features but also provides a discussion on the rationales for making choices in feedback design. 
Following on a framework of SPFS characteristics, Chapter 3 is devoted to a framework for SPFS use. Parts of this framework are used in further studies described in the successive chapters. Based on the Visscher framework, both influencing factors, SPF use and the resulting effects have been analyzed in the context of the School Feedback Project by examining users{\textquoteright} perceptions.
Intrigued by the call for research on feedback interpretability, the fourth chapter focuses on the representation and interpretation of central SPF concepts. Alternatives in representation modes of value added and learning gain have been examined, by integration of literature on graphical data representation. Particular attention has been paid to misconceptions and interpretation difficulties. 
The Chapters 5 and 6 tackle two crucial variables in SPF use: data literacy competences and support in using SPF. By reporting the results of both a quantitative (Chapter 5) and a qualitative (Chapter 6) study, the outcomes of a field experiment with participants of the School Feedback Project results in recommendations for effective support in using SPF. 
A final chapter enumerates the key finding from all studies by answering the research questions. A complementary overall discussion and general conclusion conclude this dissertation.},
  author       = {Verhaeghe, Goedele},
  keyword      = {Data interpretation,Data representation,School performance feedback systems,Data use},
  language     = {eng},
  pages        = {208},
  publisher    = {Ghent University. Faculty of Psychology and Educational Sciences},
  school       = {Ghent University},
  title        = {School performance feedback systems: design and implementation issues},
  year         = {2011},
}