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Descriptors:
Validity; Test Use; Test Interpretation; Scores; Learning; Academic Achievement; Decision Making; Information Utilization; Educational Research; Theories

Abstract:
Studies of data use illuminate ways in which education professionals have used test scores and other evidence relevant to students' learning--in action in their own contexts of work--to make decisions about their practice. These studies raise instructive challenges for a validity theory that focuses on intended interpretations and uses of test scores as Kane's (this issue) does. This commentary explores implications of data use studies for elaborating Kane's approach to validation to accommodate the ways test scores are used with other sources of evidence to address users' questions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Public Agencies; State Government; Financial Support; State Aid; Smoking; Health Promotion; Health Programs; Program Evaluation; Training; Role; Evaluators; Technical Writing; Reports; Information Utilization; Attitudes; Stakeholders; Accountability; Program Effectiveness; Test Construction; Scoring

Abstract:
Nearly all private, government and non-governmental organizations that receive government funding to run social or health promotion programs in the United States are required to conduct program evaluations and to report findings to the funding agency. Reports are usually due at the end of a funding cycle and they may or may not have an influence on the continuation of program funding. The final evaluation report (FER), as the end-of-funding-cycle report is often called, generally relates the intervention and evaluation results of the funding period and has a dual purpose. It is considered an element of accountability and should give the program and its stakeholders direction for the future. All too often though, this is not the case. Evaluators have voiced myriad concerns about the many issues related to reports and their usage. In their study of a random sample of American Evaluation Association members, Torres et al. (1997) found that evaluators are generally discontent about reporting and about the fact that their reports are often misused or not used at all. Evaluation reports could be a valuable instrument for moving projects forward if stakeholders and project staff would make good use of evaluation findings. The Tobacco Control Evaluation Center (TCEC) (2006) at the University of California at Davis developed scoring measures for final report writing for over 100 local tobacco control projects in California but found 2007 reports lacking in quality. In 2010, it conducted a training campaign in the hope that the projects themselves, the funding government agency and TCEC may make better use of the reports. The response to the training call was overwhelming, and comparing scores from 2007 and 2010, participating agencies made statistically significant improvements but non-participants did not. Results relating to the mode of training were inconclusive. The pre- and post-score comparison proved to be a valuable measuring tool, and the 1-day face-to-face training was a useful training mode. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Information Literacy; Research Skills; Asians; Foreign Students; Undergraduate Students; Student Behavior; Information Needs; Information Seeking; Information Utilization; Guidelines; Peer Influence; Prior Learning; Student Interests; Time Management; Academic Libraries; Library Services; Foreign Countries; Portfolios (Background Materials); Semi Structured Interviews; Flow Charts

Abstract:
Academic librarians are striving to better serve international students as this emerging population grows on university campuses. Past studies of international students generally focus on linguistic and cultural differences in relation to information literacy skills development. However, it is necessary to go beyond these factors to better serve the population. By using a framework based in information behavior research, the present study investigates the factors that mediate students' behavior and information literacy skills. Practical recommendations based on the findings of an in-depth qualitative study of students' research process are provided. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Standardized Tests; Test Results; Elementary School Teachers; Self Efficacy; Information Utilization; Teacher Characteristics; Knowledge Level; Evaluation Methods; Measurement Techniques; Measures (Individuals); Academic Achievement

Abstract:
Educational standardized testing impacts millions of children and educational professionals each year. In the current accountability climate, an effective educational system depends on professionals who are literate in assessment and can take the appropriate actions in response to test results. Measurement researchers should begin to focus more attention on how teachers use assessment results, what skills teachers possess, and what teachers believe they can do in working with test results. This study examined elementary teacher knowledge and self-efficacy in measurement concepts through a random sample of teachers in the state of Washington. Teachers had greater success with skills related to basic measurement concepts compared to using test scores for informed decisions. No relationship was found between years of teaching and measurement knowledge or self-efficacy. However, teachers showing interest in resources for communicating test results to parents had lower self-efficacy compared to teachers not interested in resources. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Educational Policy; Evidence; Information Systems; Educational Resources; Models; Data; Information Utilization; Data Analysis; Educational Research; Teacher Evaluation; Measurement Techniques; Evaluation Methods

Abstract:
For better or worse, many educational decisions that were once handled on a personal level by teachers or administrators now increasingly rely upon data and information. To be successful in this era, educators need to understand this broad sociotechnical revolution and how it is realigning traditional roles and responsibilities. In this book, the author draws on his unique background in learning sciences, education policy, and information systems to provide valuable insights for both policy and practice. The text discusses many current topics including value-added modeling for teacher evaluation, big data and analytics, longitudinal data systems, open educational resources, blended and personalized learning models, and new designs for teaching. This comprehensive book: (1) Examines the social and historical context of the educational data movement as it unfolds across educational levels; (2) Synthesizes different research traditions from inside and outside of education; (3) Assesses the successes, challenges, and potential of data analytics; (4) Helps educators and innovators design technology-rich solutions for greater student success; and (5) Discusses the catalytic role that foundations have played in making education a more informational and evidence-based practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Undergraduate Students; Information Sources; Critical Reading; Handheld Devices; Telecommunications; Radiation; Research Methodology; Protocol Analysis; Information Utilization; Information Literacy; Value Judgment; Attention; Conflict; Science and Society; Risk Assessment; Reader Text Relationship; Health Materials; Information Technology

Abstract:
This study used think-aloud methodology to explore undergraduates' spontaneous attention to and use of source information while reading six documents that presented conflicting views on a controversial social scientific issue in a Google-like environment. Results showed that students explicitly and implicitly paid attention to sources of documents as well as sources cited within documents and that their attention to source information was associated with its use in evaluating, predicting, and interpreting the content of the documents. Students' sourcing activity varied across documents. The two documents that took the strongest, opposing stances on the controversy elicited the most sourcing. We also observed that, in essays they wrote on the controversy, students' spontaneous sourcing activity was related to their citation of a particularly trustworthy source. The study's theoretical implications are discussed in terms of the Documents Model framework. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cognitive Processes; Information Literacy; Synthesis; Epistemology; Influence of Technology; Technological Advancement; Information Technology; Research Needs; Intellectual Disciplines; Metadata; Decision Making Skills; Reputation; Authors; Value Judgment; Information Sources; Critical Reading; Information Utilization

Abstract:
New media, new knowledge practices, and concepts point to the need for greater understanding of cognitive processes underlying knowledge acquisition and generation in open informational worlds. The authors of the articles in this special issue address cognitive and instructional challenges surrounding multiple document comprehension--a prerequisite of digital literacy and knowledge work in the information age. In this article, we raise issues of conceptual clarity regarding constructs such as "source" and "document", and discuss work in disciplinary literacy and knowledge-building communities to clarify uses of information resources to support knowledge creation. The discussion aims to (a) provide insights into the cognitive and social practices needed for students to manage, understand, apply, and create knowledge and (b) suggest research directions to advance these goals. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Colleges; Labor Market; Information Utilization; Guidelines; Employment Statistics; Data Interpretation; Data Analysis; Student Improvement; Information Sources; Use Studies; Access to Information; College Outcomes Assessment; Change Strategies; Educational Change; Guidance Programs; Graduate Surveys

Abstract:
Never before has the link between a college education and postgraduate job prospects been more important. College graduates are employed more often and, on average, earn significantly more than those without college degrees. During recent years, as students have moved into a challenging job market, a college education has remained the most reliable defense against unemployment. At the same time, investments in higher education can no longer be taken for granted. States--facing their own financial and economic challenges--are making choices about how much and where to invest in higher education. Several are examining which state expenditures will most likely enable students to graduate with the skills needed to fill jobs that will help states' economies grow. This guide aims to advance colleges' understanding of how to access and use labor market data to improve student success. The three sections that follow provide: (1) A description of how colleges can effectively use labor market data; (2) An inventory of available data sources; (3) Recommendations for what colleges can do to improve labor market data use and access. The examples in this guide come from community colleges, gathered primarily through explorations related to the Aspen Prize for Community College Excellence. However, four-year colleges are also facing budget challenges and increasing expectations to deliver measurable results. Against this backdrop, this guide can also assist four-year colleges as they seek to understand labor market outcomes for bachelor's degree programs. Appended are: (1) Contacts for State UI [unemployment insurance] Tax Information and Assistance; (2) California Legislation Authorizing Postsecondary Institutions' Access To Employment Development Department Data; (3) Understanding the Wage Record Interchange System 2 (WRIS2); and (4) WRIS2 Participants. (Contains 25 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Data; Information Utilization; Evidence; Outcomes of Education; Two Year College Students; Achievement Gap; Decision Making; Discussion; Influences; Nonprofit Organizations; Community Colleges; College Faculty; Administrators; Student Personnel Workers; Surveys; Differences

Abstract:
Achieving the Dream (ATD) is a national nonprofit organization dedicated to improving outcomes among community college students, especially low-income students and students of color. A central ATD strategy is to promote a "culture of evidence," in which colleges collect, analyze, and make decisions based on information about students in order to inform improvements in practice. This report examines the use of data on students by faculty, administrators, and student services staff at six Washington State colleges that joined ATD in 2006-2007. Surveys were administered to faculty and administrators in 2007 and to faculty, administrators, and student services staff in 2010. The authors analyzed the survey data in order to understand differences in data use between the three groups (faculty, administrators, and student services staff) and to understand whether there were changes in the frequency and extent of data use between the two survey waves at the participating colleges. The following are the main findings of the analysis: (1) Administrators were more frequent and intensive users of student outcomes data and research from their college than faculty or student services staff; (2) Most faculty and student services staff did not examine student progression or use outcomes data on a regular basis; (3) Although the frequency with which faculty used data on student progression and completion did not increase between the two waves of the survey, their use of data to inform teaching-related decisions did increase; (4) Most faculty did not use administrative data, such as data from their college's student information system; and (5) Faculty members' use of data was correlated with their department's use of data. Overall, there was broad use of data by administrators and of certain types of data by faculty and student services staff, but there remain opportunities for increasing the use of student data in the Washington State ATD colleges. To further promote the use of data in support of improved student success, ATD colleges in Washington State and elsewhere should consider ways to better connect the data collected and reported to the primary focus of faculty on instruction, and they should consider ways to engage student services staff more in the use of data on student progression, given their interest in student retention. (Contains 11 figures, 2 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Job Search Methods; Profiles; Occupational Information; Employment Statistics; Data; Information Utilization; Geographic Location; Industry; Tables (Data)

Abstract:
Using occupation profiles, jobseekers can see which industries employ the most workers in a particular field, which geographical areas have high concentrations of those jobs, and how wages differ by industry and geographical area. This article gives an overview of the data in the Occupational Employment Statistics (OES) occupation profiles. It describes different jobseeking situations and shows how employment and wage data could be useful in each case. The first section describes how to use the three types of data in each profile: national, industry, and geographic. The second section explains how to get additional data by creating customized tables. The final section provides more information, including how to use industry profiles of occupations. (Contains 1 chart and 3 illustrations.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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