In tiered instructional systems (Response to Intervention [RTI]/Multitier System of Supports [MTSS]) that rely on ongoing assessment of students at risk of experiencing academic difficulties, the ability to make informed decisions using student data is critical for student learning. Prior research has demonstrated that, on average, teachers have difficulty analyzing and interpreting student progress-monitoring (PM) data presented graphically (i.e., graph literacy). This study examines the impact that teacher training, experience, and confidence have on teacher graph literacy, using structural equation modeling. Data were gathered from a nationally representative sample of 309 teachers and included latent variables related to their experience (e.g., years teaching, years working with RTI), training (e.g., hours of data-based decision-making [DBDM] professional development), and confidence (e.g., confidence in interpreting data, confidence in determining student response) as well as data-based decision-making skills on a graph literacy assessment. Findings indicate that latent experience and confidence factors predicted graph literacy but training did not. Furthermore, training increased teacher confidence but experience did not. Finally, confidence did not mediate the effect of experience or training on graph literacy.

中文翻译：

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与基于数据的决策相关的因素：检查经验、专业发展以及信心对教师图素养的中介作用

在依赖于对有遇到学业困难风险的学生的持续评估的分层教学系统（对干预的反应 [RTI]/多层支持系统 [MTSS]）中，使用学生数据做出明智决策的能力对于学生的学习至关重要。先前的研究表明，平均而言，教师难以分析和解释以图形方式呈现的学生进度监控 (PM) 数据（即图形素养）。本研究使用结构方程模型检验了教师培训、经验和信心对教师图形素养的影响。数据来自全国代表性的 309 名教师样本，包括与他们的经验（例如，教学年限、RTI 工作年限）、培训（例如，数小时的基于数据的决策 [DBDM] 专业发展）和信心（例如，对解释数据的信心，确定学生反应的信心）以及基于数据的图形素养评估决策技能。调查结果表明，潜在经验和信心因素可以预测图形素养，但培训没有。此外，培训增加了教师的信心，但经验却没有。最后，信心并没有调节经验或培训对图形素养的影响。培训增加了教师的信心，但经验没有。最后，信心并没有调节经验或培训对图形素养的影响。培训增加了教师的信心，但经验没有。最后，信心并没有调节经验或培训对图形素养的影响。