A Continuum of Data Literacy for Teaching

Authors

Jori S. Beck, Old Dominion UniversityFollow
Diana Nunnaley

Document Type

Article

Publication Date

5-2020

DOI

10.1016/j.stueduc.2020.100871

Publication Title

Studies in Education Evaluation

Pages

1-34

Abstract

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.

Comments

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

ORCID

0000-0002-3175-0547 (Beck)

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

Repository Citation

Beck, Jori S. and Nunnaley, Diana, "A Continuum of Data Literacy for Teaching" (2020). Teaching & Learning Faculty Publications. 102.
https://digitalcommons.odu.edu/teachinglearning_fac_pubs/102