This article presents a synthesis of the complexity of using data in education and highlights some of the promise and challenges of adequately understanding data use across the continuum of accountability to instructional influence in the classroom. Several common themes around the complexity of data use were identified: (1) The nature of the data used, (2) the importance and difficulty of educator data capacity building and sense-making, (3) the importance of characteristics of collaboration, (4) the influence of contextual factors of schools, districts and international settings, (5) the potential negative influence of data use in equity considerations, and (6) the difficulty of determining impact of data use and discerning explanations of why data use initiative work some of the times were examined across the articles. This synthesis concludes with a call for an approach to research in data use in education that concurrently engages multiple aspects of the educational system with a focus on multiple levels of theories of learning that address students, teachers, and organizations.

本文概述了在教育中使用数据的复杂性，并着重指出了在课堂上对教学影响力进行问责的整个过程中充分理解数据使用的一些希望和挑战。确定了围绕数据使用复杂性的几个常见主题：（1）所使用数据的性质，（2）教育者数据能力建设和意识建设的重要性和难度，（3）合作特征的重要性，（ 4）学校，地区和国际环境的背景因素的影响；（5）在公平考虑中数据使用的潜在负面影响；（6）确定数据使用的影响的难度以及对数据使用主动性为何起作用的辨别力难以解释在某些文章中对某些时间进行了检查。