Educational Assessment and Improvement

Researchers studying data use in education examine how schools collect, interpret, and act on information about student learning to improve what happens in classrooms. The work sits at the intersection of organizational decision-making and instructional practice, asking whether teachers, school leaders, and inspectors can reliably translate test scores, observation data, and research findings into better teaching — and under what conditions they actually do. A central tension in the literature is that access to data rarely produces improvement on its own; building the capacity to use evidence well requires sustained professional collaboration, clear analytical skills, and organizational structures that support learning rather than just accountability. Open questions include how research-practice partnerships can be designed to outlast their funding cycles, and how inspection systems can function as genuine levers for improvement rather than compliance exercises.

Works

38,257

Total citations

280,541

Keywords

Data UseEducational ImprovementResearch-Practice PartnershipsTeacher Decision MakingSchool InspectionsInstructional Improvement