Differentiating Between Data Literacy and Assessment Literacy: A Systematic Review of Research

• In Event: 28.088 - Fairmont Royal York Roundtable Session Four
  In Roundtable Session: 28.088-1 - Data Use Tools and Resources: Models, Literature Reviews, and Dashboards

Abstract

Data literacy for teaching is becoming ubiquitous in critical conversations about what constructs and skills should be included in teacher education. However, the construct of data literacy for teaching is often conflated with research on a subskill of this construct (assessment literacy); this conflation makes it difficult for the field to operationalize specific skills needed in data literacy for teaching. We conducted a systematic literature review to bring coherence to this construct by reviewing literature related to both assessment literacy and data literacy for teaching to operationalize critical similarities and differences between these two important constructs. Based on our review we make recommendations for the incorporation of data literacy for teaching along the continuum of teacher education.

Authors

• Jori S. Beck, Old Dominion University

• Joseph John Morgan, University of Nevada, Las Vegas

• Heather Whitesides, University of Nevada - Las Vegas

• Derek R Riddle, California State University - Stanislaus

• Nancy Brown, University of Nevada - Las Vegas