Data Literacy Competencies for Informed Classroom Assessment Practice: Challenges and Measures

Abstract

This paper is firmly rooted in the perspective that data literacy is an indispensable competency. Its adoption leads to ethical, valid, and reliable classroom assessment practices, promoting improvements in learning outcomes. While it is recognized that teacher change and the adoption of new teaching practices can be slow and challenging, robust research findings indicate that they are indeed attainable through targeted, systematic, and concerted efforts. Therefore, the primary aim of this paper is to propose specific measures and intervention strategies to cultivate data literacy skills and foster meaningful data engagements. These proposals are rooted in empirical research findings related to data literacy, assessment literacy, data-driven decision-making (DDDM), and classroom assessments. The paper also delves into the ensuing recommendations and their implications for the educational landscape.