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How Have Teacher Candidates Learned to Use Evidence? A Systematic Review of Research

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Title: How Have Teacher Candidates Learned to Use Evidence? A Systematic Review of Research
Language: English
Authors: Jori S. Beck (ORCID 0000-0002-3175-0547), Derek R. Riddle, Joseph John Morgan, Heather Whitesides, Nancy Brown
Source: Review of Educational Research. 2026 96(2):516-542.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 27
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Evidence, Data Use, Decision Making, Assessment Literacy
DOI: 10.3102/00346543251320930
ISSN: 0034-6543
1935-1046
Abstract: The purpose of the current manuscript is to provide a systematic review of the literature regarding how preservice teachers learn to use evidence to evaluate student learning. To that end, we operationalize the terms data literacy for teachers, data-driven decision-making, and assessment literacy before outlining the methods of our systematic review. Our review produced 36 relevant articles situated within the United States. Based on these articles, we describe how teacher candidates learn to use data including relevant interventions and instructional methods. We also expand on the types of research methods used in these studies. We conclude with implications for research and practice, including an expansion of field experiences and anti-racist and inclusive practices.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500405
Database: ERIC
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  Data: How Have Teacher Candidates Learned to Use Evidence? A Systematic Review of Research
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  Data: <searchLink fieldCode="AR" term="%22Jori+S%2E+Beck%22">Jori S. Beck</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3175-0547">0000-0002-3175-0547</externalLink>)<br /><searchLink fieldCode="AR" term="%22Derek+R%2E+Riddle%22">Derek R. Riddle</searchLink><br /><searchLink fieldCode="AR" term="%22Joseph+John+Morgan%22">Joseph John Morgan</searchLink><br /><searchLink fieldCode="AR" term="%22Heather+Whitesides%22">Heather Whitesides</searchLink><br /><searchLink fieldCode="AR" term="%22Nancy+Brown%22">Nancy Brown</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Review+of+Educational+Research%22"><i>Review of Educational Research</i></searchLink>. 2026 96(2):516-542.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence%22">Evidence</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Use%22">Data Use</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Assessment+Literacy%22">Assessment Literacy</searchLink>
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  Data: The purpose of the current manuscript is to provide a systematic review of the literature regarding how preservice teachers learn to use evidence to evaluate student learning. To that end, we operationalize the terms data literacy for teachers, data-driven decision-making, and assessment literacy before outlining the methods of our systematic review. Our review produced 36 relevant articles situated within the United States. Based on these articles, we describe how teacher candidates learn to use data including relevant interventions and instructional methods. We also expand on the types of research methods used in these studies. We conclude with implications for research and practice, including an expansion of field experiences and anti-racist and inclusive practices.
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