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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
FullText Text:
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  Data: 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
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  Data: 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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  Data: ED678378
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        Value: 10.3102/2194770
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      – Text: English
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        PageCount: 14
    Subjects:
      – SubjectFull: Data Use
        Type: general
      – SubjectFull: Visual Aids
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      – SubjectFull: Accountability
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      – SubjectFull: Educational Improvement
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      – SubjectFull: Decision Making
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      – SubjectFull: Classroom Environment
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      – SubjectFull: Design
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      – SubjectFull: Observation
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Classroom Assessment Scoring System
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      – TitleFull: Harnessing Data Visualization to Drive Continuous Improvement, Not Accountability
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              Y: 2025
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