Educator Perspectives on Data-Based Decision Making in Germany and the United States

Area of Science:

• Educational Psychology
• Comparative Education
• Data Analysis in Education

Background:

• Data-based decision making (DBDM) is crucial for effective teaching.
• Understanding how educators utilize data is essential for improving educational practices.

Purpose of the Study:

• To explore the use and understanding of data-based decision making (DBDM) components among educators.
• To compare DBDM practices between educators in Germany and the United States.

Main Methods:

• An explorative study was conducted using surveys.
• Educators from Germany and the United States responded to questions on data use and DBDM characteristics.

Main Results:

• Educators in both countries prioritize using data for progress monitoring, with higher reported use in the US.
• Understanding of key data features, such as psychometric properties, was similar across both countries.
• US educators reported using data for classroom-level decisions nearly twice as often as German educators, who focused more on student-level decisions.

Conclusions:

• Findings highlight differences in the application of DBDM at the classroom versus student level between the US and Germany.
• The study suggests potential for cross-country learning to enhance professional development and future research in DBDM.