Online interventions to promote teacher data-driven decision making: Optimizing design to maximize impact

Although most schools are steeped in data, many teachers have not had adequate opportunities to learn how to analyze, interpret, and instructionally use data. This paper reports on the efficacy of a suite of online, data literacy interventions for in-service (n = 25) and pre-service teachers (n = 99). The paper also tests the impact of including pedagogical knowledge and data interpretational scaffolds in such interventions. Findings from two implementations of the interventions indicate changes in in-service and pre-service teachers' data-driven decision making self-efficacy (ds ranged from 0.54 to 0.98) and anxiety (ds were −0.62 and −0.71 respectively), and pre-service teachers' assessment beliefs (ds ranged from 0.23 to 0.62). However, results imply limited value-added effects of scaffolds on the considered outcome variables. Implications for teacher education to support teacher data literacy and data-driven decision making are discussed.