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ERIC Number: EJ918342
Record Type: Journal
Publication Date: 2011-May
Pages: 14
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-0305-5698
The Influence of Competences and Support on School Performance Feedback Use
Vanhoof, Jan; Verhaeghe, Goedele; Verhaeghe, Jean Pierre; Valcke, Martin; Van Petegem, Peter
Educational Studies, v37 n2 p141-154 May 2011
Information-rich environments are created to promote data use in schools for the purpose of self-evaluation and quality assurance. However, providing feedback does not guarantee that schools will actually put it to use. One of the main stumbling blocks relates to the interpretation and diagnosis of the information. This study examines the relationship between data literacy competences, support given in interpreting the information, actual use of the feedback and potential school improvement effect. A randomised field experiment with 188 school principals from primary education was set up and a post-test was used to investigate the effects of a support initiative. The results revealed that a minority of schools invested significantly in the interpretation and diagnosis of the school performance feedback (SPF), despite the fact that most of the respondents showed an interest in the SPF report. In addition, data competence support and the subsequent use of feedback were found to be limited. (Contains 3 figures and 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium