Harnessing Data Visualization to Drive Continuous Improvement, Not Accountability
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| Title: | Harnessing Data Visualization to Drive Continuous Improvement, Not Accountability |
|---|---|
| Language: | English |
| Authors: | Grant Van Eaton, Gabriela Katz, Katie H. Buckley, Robin Greatrex, Gurjeet Dhillon |
| Source: | AERA Online Paper Repository. 2025. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Secondary Education |
| Descriptors: | Data Use, Visual Aids, Accountability, Educational Improvement, Decision Making, Classroom Environment, Feedback (Response), Formative Evaluation, Design, Observation, Student Attitudes, Preschool Education, Elementary Secondary Education, Coaching (Performance), Reliability, Validity |
| Assessment and Survey Identifiers: | Classroom Assessment Scoring System |
| DOI: | 10.3102/2194770 |
| Abstract: | This study seeks to 1) establish two data sources as reliable and valid for providing formative feedback, 2) explicate design decisions that nudge users to use a continuous improvement lens when interacting with data instead of an accountability lens, 3) provide evidence that data visualizations consistent with those design principles can be operationalized. We show that it is possible to operationalize two design principles focused on growth and continuous improvement: 1) de-emphasizing metrics and visualizations focused on performance and accountability while foregrounding continuous improvement and 2) shifting users' gaze from measures of central tendency to distributions. We must next study how these visualizations drive changes in coaches' and teachers' practices, and the subsequent impact on students' academic and social-emotional outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678378 |
| Database: | ERIC |
| Abstract: | This study seeks to 1) establish two data sources as reliable and valid for providing formative feedback, 2) explicate design decisions that nudge users to use a continuous improvement lens when interacting with data instead of an accountability lens, 3) provide evidence that data visualizations consistent with those design principles can be operationalized. We show that it is possible to operationalize two design principles focused on growth and continuous improvement: 1) de-emphasizing metrics and visualizations focused on performance and accountability while foregrounding continuous improvement and 2) shifting users' gaze from measures of central tendency to distributions. We must next study how these visualizations drive changes in coaches' and teachers' practices, and the subsequent impact on students' academic and social-emotional outcomes. |
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| DOI: | 10.3102/2194770 |
