Publication
Title
How do teachers make sense of data in the context of high-stakes decision making?
Author
Abstract
This study examines the way teachers make sense of data in the context of high-stakes decision making, such as decisions related to student placement in educational tracks. Different types of data, data collected rationally and intuitively, may be used in this sensemaking process, and the same data may be interpreted in different ways by different teachers. Results show that teachers base their decisions on rational processes only to a limited extent. Teachers collect a great amount of data intuitively, and they sometimes interpret data collected rationally by personal criteria and triangulate data to a very limited extent. Since fair educational decisions are informed by a rational collection and a transparent interpretation of data, implications for theory and practice are provided.
Language
English
Source (journal)
American educational research journal. - Washington, D.C.
Publication
Washington, D.C. : 2019
ISSN
0002-8312
Volume/pages
56 :3 (2019) , p. 792-821
ISI
000469385900007
Full text (Publisher's DOI)
Full text (open access)
Full text (publisher's version - intranet only)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Web of Science
Record
Identification
Creation 31.10.2018
Last edited 04.09.2021
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