ABSTRACT

Educators, parents, and policymakers agree on the need to assess children’s learning to inform literacy teaching practices but are often divided about how best to gauge literacy development. In ensuing debates, school data walls have become pedagogically and spatially contested sites. We think of data walls as -scapes and scopic regimes that have sociomaterial force and that coalesce as complex assemblages worth interrogating. On that basis, our aim is to consider two kinds of data wall by drawing from a three year study of literacy teaching practices in government schools in one Australian state and sharing insights with resonance in similar education systems. Analysis shows that the first, more common data wall mapped and privileged quantitative data about, and summative testing results for, children and functioned primarily as an accountability tool. The second data wall added layers of qualitative data and formative assessment and facilitated valuable professional learning and development in support of children’s learning outcomes. Our findings are significant because they reveal how data walls foster integrative approaches to literacy assessment that cut through the debate. Findings also furnish theoretical insights about how data walls are powerful assemblages, enable sound educational outcomes, but require ongoing attention to their sociomaterial effects.

摘要

教育者、家长和政策制定者都同意需要评估儿童的学习情况，以便为扫盲教学实践提供信息，但在如何最好地衡量扫盲发展方面往往存在分歧。在随后的辩论中，学校数据墙已成为教学和空间竞争的场所。我们将数据墙视为具有社会物质力量并结合为值得探究的复杂组合的景观和视域。在此基础上，我们的目标是通过对澳大利亚一个州政府学校扫盲教学实践的三年研究以及在类似教育系统中引起共鸣的分享见解，来考虑两种数据墙。分析表明，第一个更常见的数据墙映射和特权定量数据，以及总结性测试结果，儿童，主要用作问责工具。第二个数据墙增加了定性数据和形成性评估的层次，促进了有价值的专业学习和发展，以支持儿童的学习成果。我们的研究结果意义重大，因为它们揭示了数据墙如何促进扫盲评估的综合方法，从而贯穿辩论。研究结果还提供了关于数据墙如何成为强大组合、实现良好教育成果的理论见解，但需要持续关注其社会物质影响。我们的研究结果意义重大，因为它们揭示了数据墙如何促进扫盲评估的综合方法，从而贯穿辩论。研究结果还提供了关于数据墙如何成为强大组合、实现良好教育成果的理论见解，但需要持续关注其社会物质影响。我们的研究结果意义重大，因为它们揭示了数据墙如何促进扫盲评估的综合方法，从而贯穿辩论。研究结果还提供了关于数据墙如何成为强大组合、实现良好教育成果的理论见解，但需要持续关注其社会物质影响。