Research Roos Van Gasse

Abstract

The boost of data in schools (e.g., assessment and observational data) requires teachers to become data literate professionals to make appropriate data-based decisions for instructional improvement. However, teachers' data literacy often falls short. The complex combination of different types of skills (i.e., analysing and interpreting skills versus context-specific knowledge and expertise to take decisions) is a major barrier to realising the potential value of using data. Therefore, we need to increase our knowledge of how teachers interpret data sources and make sense of them for instructional decision-making. And additionally, on how teachers can learn data literacy skills. Common training methods (e.g., lecturing) fall short of providing teachers with the necessary skills to give meaning to student performance data. Interactions are vital to bringing diverse data literacy skills to the surface. This project investigates the power of interactions for data literacy learning. Different studies will (1) address the difficulties regarding the reliable and valid measurement of data literacy, (2) examine how (student) teachers process visual performance data, and (3) determine characteristics of effective interactions for data literacy learning. This research will produce fundamental insights into the mechanisms underlying teachers learning of complex skills, such as data literacy.

Researcher(s)

• Promoter: De Maeyer Sven
• Co-promoter: Van Gasse Roos

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

This project aims to develop a validated professionalisation tool to further familiarize teachers and school leaders with the principles of strong evaluation practices and policies. We distinguish three goals in the roll-out of this project proposal: a conceptual goal, a development goal and a practitioners consultation goal. The conceptual goal brings together literature, theory and known good practices of pupil evaluation to create an evidence-informed framework that highlights key elements of effective pupil evaluation at both class and school level. This then serves as a starting point for the development of a professionalisation tool. Through repeated and targeted practical tests (focus group discussions with teachers and school leaders) at different stages of the development of the professionalisation tool, we arrive at a validated tool that responds to concrete needs in the Flemish education system. The practical testing will also provide insight into the hindering and promoting factors associated with evaluation, the action competence of teachers and schools, the use of data for monitoring learning gains and progress, evaluation in the context of distance learning and the role of standardized tests.

Researcher(s)

• Promoter: Vanhoof Jan
• Co-promoter: Van Gasse Roos

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

Learning how to write is of key importance for students' success in higher education and beyond. This research project aims to design instructional principles that help teachers to teach students in secondary education to write argumentative texts. Current research shows that in order to be able to write high quality texts, students require conceptual knowledge on what defines a high-quality text. However, within writing research, insight in how to build conceptual knowledge is rather scarce. Other domains such as Physics and problem-solving point towards how comparing exemplars develops conceptual knowledge. The question arises to what extent learning from exemplars through comparing also extends students' conceptual knowledge of text quality. How does the learning process occur? Does it improve students' own writing and in which conditions? From previous research we can only assume that students will learn from comparing exemplary texts. Investigating the questions mentioned above through research is essential. Using a quasi-experimental design, together with data collection in an authentic school setting will provide answers. Moreover, this research will result in evidence-based instructional design principles to teach students how to write argumentative texts in secondary education.

Researcher(s)

• Promoter: De Maeyer Sven
• Co-promoter: Lesterhuis Marije
• Co-promoter: Van Gasse Roos
• Fellow: Mombaers Tine

Research team(s)

• EduBROn

Project type(s)

• Research Project

Abstract

To date, multiple expectations in education (e.g. implementing formative assessment or differentiated instruction) require teachers to become data literate professionals. Interpreting student test results correctly and investigating possible causes for underperforming is, for example, essential to gain more insight into how to stimulate students' learning trajectories adequately. However, teachers' data literacy often fails. Therefore, we need to increase knowledge on how teachers learn to use data appropriately. This project addresses two lacuna in the current knowledge base on data literacy: (1) how is data literacy constructed collaboratively? And (2) which social network patterns contribute to teachers' data literacy development? Therefore, a collaborative project is designed together with the University of Twente, including a longitudinal data collection combining video-observations, data literacy testing and survey-research. The insights of this research will be essential for designing initiatives to support teachers to effectively use available data in their teaching and to increase their students' learning outcomes.

Researcher(s)

• Promoter: Van Gasse Roos

Research team(s)

• EduBROn

Project type(s)

• Research Project