The Value of Data Conversation Protocol for Zooming In on Student Thinking

• In Event: Moscone Center North Roundtable Session 3
  In Roundtable Session: Leading and Implementing Data Use Practices in Schools

Abstract

Governments expect teachers to be data literate and able to make sense of and action on data at various levels of aggregation. Our project works with 13 teachers from eight elementary schools using a Data Conversation Protocol to analyse and act on their students’ math assessment data at the individual, class and school levels. Initial findings were that the Protocol slowed down the teachers’ analysis process, opening up space for deeper understanding of student thinking. This enhanced the effectiveness of teacher action during a. series of short targeted teaching sessions. The Protocol provided a common ground for sharing of interpretations and actions which contributed to the identification of the unforeseen consequences of a commonly accepted teaching practice.

Authors

• Bronwen Cowie, University of Waikato

• Frances Edwards, The University of Waikato

• Suzanne Trask, The University of Waikato