Data Teams for School Improvement: A Proposal from Italian Context (Slides)

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Perazzolo, M. & Giampietro, L. (2021, February 23-28). Data Teams for School Improvement: A Proposal from Italian Context [slides]. IV ISA Forum of Sociology, Porto Alegre, Brazil.

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According to European Commission (2017) the Quality assurance approaches must support learning communities in the effective use of data with the aim of guaranteeing the best learning opportunities to all students. The topic of capacity building for school data use and school evaluation is central in the literature, that highlights the need to support the school self-evaluation processes, especially for the weaker or less prepared schools.
The contribution discusses how school teams carry out self-evaluation processes and elaborate the school improvement plan, which has become a strategic element of development and innovation within the school in the perspective of Data-based decision making (Ikemoto & Marsh, 2007). In the international perspective the terminology of internal evaluation has changed with “data use”, “data teams” and it refers to an activity in which information is collected, analysed and interpreted to inform the solution of an educational problem defined by the school (Nelson et al., 2015).
In the second part, starting from the Italian political scenario and from theoretical evolution of the subject, the contribution presents the role, composition, functions, skills and training needs of data teams in Italian context, since 2015 to our days.
Finally the contribution discusses competitive factors to support school data-use in the italian project Valu.E for schools (PON 2014-2020): the promotion of intervention to enhance the evaluation culture in the places where learning takes places (Schildkamp et al. 2016); the construction of assessment skills of the school staff (Hubers & Poortman, 2018); the promotion of networks between paired schools (OECD, 2013); the allocation of human and financial resources to support school self-evaluation processes (OECD, 2013).

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