A new report from Massey University and the New Zealand Council for Educational Research provides the first national snapshot of how primary and intermediate school teachers use data to support student learning. The study, funded by the Ministry of Education, surveyed 971 teachers from 263 schools across Aotearoa New Zealand.
Lead researcher Associate Professor Mohamed Alansari said teachers rely on a wide range of information beyond assessment results, including student and whānau voice, classroom observations, and teaching surveys. The report, titled 'Teachers as data navigators: Using data to improve teaching and learning', found teachers generally confident in interpreting assessment data and identifying learning needs.
However, teachers rated their data discussion skills lower than other areas, pointing to a need for professional development that supports productive conversations about data. The research also found differing views on equity, with some teachers equating it with treating everyone the same and others with responding to individual needs.
Dr Alansari said developing shared definitions of equity could help schools sharpen their focus on achieving equitable outcomes. The project also produced a practical data capabilities survey that schools can use to review their practices and set priorities for professional learning.
The findings come as schools adapt to new assessment tools and reporting requirements, making effective data use an increasing priority. Dr Alansari hopes future research will examine how strengthening teachers' data capabilities affects student engagement and achievement.
Source: massey.ac.nz
