Real-time performance data in education enable critically needed tracking of program activities and instructors' and learners' progress to better inform adaptations along the way. In this report, we provide an overview of some of the key considerations related to real-time data collection in education, with a particular focus on the digital tools that enable their collection. Importantly, we have developed a typology of tools and selection criteria to support policymakers, practitioners, and researchers around the globe in either developing new tools or selecting from the landscape of existing ones. Our aim is to help initiate dialogue around the use of real-time data for adaptive management in education and contribute to data-informed decisions toward ensuring that all children have access to quality teaching and learning experiences.
Authors
- ACKNOWLEDGMENTS
- We are grateful for the contributions to the research by Izzy Boggild-Jones, Paroma Mitra, Arushi Sharma, and Will Powers. In addition, we would like to thank Judith-Ann Walker and Emily Morris for their peer review of the report, as well as Katherine Portnoy for her editorial review. We are also greatly appreciative of Carmen Strigel and Abby Carlson for their thoughtful review of the research methods, survey and typology. In addition, we would like to thank the advisory panel members to this project who provided feedback in the early stages of the research: Ariam Mogos, Michael Trucano, Peter Blair, Zak Kaufman, Carmen Strigel, Abby Carlson, Chavaughn Brown, Nicolas De Borman, Sharath Jeevan, Rein Terwindt, Brian Komar, Elena Aria Sortiz and Sonja Giese. Finally, we are greatly to the respondents to our survey on digital tools for taking the time to fill in the survey and for their willingness to share the details of the tools.
- Published in
- United States of America
