Sorting Pupils Into Their Next Educational Track: Transition Decisions Based on Data or Intuition?

• In Event: The Complexity of Data-Based Decision Making: Evidence From the United States, Norway, New Zealand, and Belgium

Abstract

Objectives
Although many scholars agree that a combination of both data-driven and intuitive processes are needed for wise decision making (e.g. Harteis, Koch, & Morgenthaler, 2008), insight into how they mutually influence teacher judgment is scarce. Moreover, there is little insight into the processes that underlie teacher judgement (Little, 2012). Therefore, we aim at describing and explaining the processes of teacher judgment throughout the different steps of decision making. Following research question is put forward: How data-based or intuitive is teachers’ decision regarding sorting a pupil into the next educational track?

Theoretical framework
Starting from a dual-process approach to teacher judgment, we will elaborate on theories of both data use and intuitive evaluation. Theories of data use (e.g. Mandinach, Honey, Light & Brunner, 2008; Schildkamp, Lai & Earl, 2012) and the recognition-primed decision model (Klein, 2008) will be used as guiding frameworks. Since we aim at understanding how both aspects of teacher judgment may influence the different steps of the transition decision process, these theories will be discussed and integrated according to the following phases in the decision process: (a) problem definition; (b) data collection; (c) sense making; and (d) evaluation of alternatives.

Methods
Using a case study design (Yin, 1994) based on repeated interviews during one year, we monitored the decision process of 16 teachers in Flanders (Belgium) with regard to pupils’ transition from primary to secondary education. It involves a high-stake decision, in which the judgment of the individual teacher still plays a prevailing role (Eurydice, 2011). This is especially the case in the educational system of Flanders which does not use a binding nationwide standardized test at the end of primary school that affects pupils’ future educational careers (Penninckx, Vanhoof, & Van Petegem, 2011).

Results and conclusions
First of all, results shows that our integrated framework offers a valuable lens to study teacher judgment. Our research describes how both rational and intuitive processes are used in the different steps of the decision process. We also found patterns that allowed us to identify different approaches to decision making and that can be used to explain differences in the data teachers use to make a decision.

Scientific significance
Researchers and policymakers have focused a lot of effort on studying and enhancing data-based decision making in education. Intuitive processes are often either ignored or are described as unintended forms of teacher judgement. Our study shows that teacher judgement can only be fully understood through the interplay of rational and intuitive process. This requires more research studying teacher judgement from our integrated framework. For practice, an important responsibility lies in enhancing teachers’ judgment literacy.

Authors

• Kristin Vanlommel, University of Applied Sciences Utrecht

• Roos Van Van Gasse, University of Antwerp

• Jan Vanhoof, Antwerp University

• Peter Van Petegem, University of Antwerp