Studies in Education Evaluation
Accountability for education in the United States has existed since the first formalized system of education. Although this accountability is an important part of society, these systems must be expanded beyond high stakes assessments to include other types of data including P-12 student voices. The purpose of the current manuscript is to present a continuum for data literacy for teachers that spans preservice to inservice teacher education. We conceptualize data literacy for teachers as a metaconstruct that includes the construct of assessment literacy. The research on enabling and marginalizing factors and exposure to data are reviewed at the preservice and inservice level before a continuum of data literacy for teachers from novice through expert is presented. Implications for practice and research are explored.
Original Publication Citation
Beck, J. S., & Nunnaley, D. (2020). A continuum of data literacy for teaching. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2020.100871
Beck, Jori S. and Nunnaley, Diana, "A Continuum of Data Literacy for Teaching" (2020). Teaching & Learning Faculty Publications. 102.
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Teacher Education and Professional Development Commons
This is an original manuscript/preprint of an article published by Elsevier in Studies in Education Evaluation on May 4,2020, available online: https://doi.org/10.1016/j.stueduc.2020.100871