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Statistics education is the practice of teaching and ... analysis of data. Therefore, education in ... on data." [3] The authors note the importance of ...
Heppen, et al. indicate a need for a clear and consistent focus on using data and a data-rich environment to support teachers’ efforts to use data to drive instruction. When the leadership creates and maintains an environment which promotes collaboration and clearly communicates the urgency to improve student learning, teachers feel supported ...
Data-informed decision-making (DIDM) gives reference to the collection and analysis of data to guide decisions that improve success. [1] Another form of this process is referred to as data-driven decision-making, "which is defined similarly as making decisions based on hard data as opposed to intuition, observation, or guesswork."
Dr. Wolfgang Greller and Dr. Hendrik Drachsler defined learning analytics holistically as a framework. They proposed that it is a generic design framework that can act as a useful guide for setting up analytics services in support of educational practice and learner guidance, in quality assurance, curriculum development, and in improving teacher effectiveness and efficiency.
While the analysis of educational data is not itself a new practice, recent advances in educational technology, including the increase in computing power and the ability to log fine-grained data about students' use of a computer-based learning environment, have led to an increased interest in developing techniques for analyzing the large amounts of data generated in educational settings.
Data analytics is already changing how we do business, and experts believe this trend will accelerate. The three primary methods of business analytics are descriptive, predictive, and prescriptive
Educational research refers to the systematic collection and analysis of evidence and data related to the field of education. Research may involve a variety of methods [1] [2] [3] and various aspects of education including student learning, interaction, teaching methods, teacher training, and classroom dynamics.
Value-added modeling (also known as value-added measurement, value-added analysis and value-added assessment) is a method of teacher evaluation that measures the teacher's contribution in a given year by comparing the current test scores of their students to the scores of those same students in previous school years, as well as to the scores of other students in the same grade.