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{{Short description|Choosing based on factual information}}
'''Data-informed decision-making''' ('''DIDM
[[Assessment in higher education]] is a form of
▲'''Data-informed decision-making (DIDM)''' gives reference to the [[data collection|collection]] and [[data analysis|analysis]] of [[data]] to guide [[decision-making|decisions]] that improve success.<ref name="ED504191">U.S. Department of Education Office of Planning, Evaluation and Policy Development (2009). ''Implementing data-informed decision making in schools: Teacher access, supports and use.'' United States Department of Education (ERIC Document Reproduction Service No. ED504191)</ref> Another form of this process is referred to as Data-Driven Decision-Making (DDDM) which is defined similarly as making decisions based on hard data as opposed to intuition, observation, or guesswork.<ref>{{Cite web |date=2019-12-02 |title=Data-Driven Decision Making: 5 Essentials |url=https://onlinemasters.ohio.edu/blog/data-driven-decision-making/ |access-date=2022-02-28 |website=Ohio University |language=en-US}}</ref> DIDM is used in [[education]] communities (where data is used with the goal of helping [[student]]s and improving curricula) but is also applicable to (and thus also used in) other fields in which data is used to inform decisions. While [[data based decision making]] is a more common term, ''data-informed'' decision-making is a preferable term since decisions should not be based solely on [[quantitative data]].<ref name="ED504191"/><ref>Knapp, M. S., Swinnerton, J. A., Copland, M. A., & Monpas-Hubar, J. (2006). ''Data-informed leadership in education.'' Seattle, WA: Center for the Study of Teaching and Policy.</ref> ''Data-driven decision-making'' is most often seen in the contexts of business growth and entrepreneurship.<ref>{{Cite web |date=2019-08-22 |title=Data-Driven Decision Making: A Primer for Beginners |url=https://www.northeastern.edu/graduate/blog/data-driven-decision-making/ |access-date=2022-02-28 |website=Northeastern University Graduate Programs |language=en-US}}</ref><ref>{{Cite web |date=2019-11-25 |title=Three Examples of How Companies Make Data-Driven Decisions |url=https://programs.online.utica.edu/resources/article/data-driven-decisions |access-date=2022-02-28 |website=Utica University |language=en-US}}</ref> Most [[educator]]s have access to a [[data system]] for the purpose of analyzing student data.<ref>Aarons, D. (2009). [https://search.proquest.com/docview/202710770 Report finds states on course to build pupil-data systems.] ''Education Week, 29''(13), 6.</ref> These data systems present data to educators in an over-the-counter data format (embedding labels, supplemental documentation, and a help system, making key package/display and content decisions) to improve the success of educators’ data-informed decision-making.<ref>Rankin, J. (2013, March 28). [https://sas.elluminate.com/site/external/recording/playback/link/table/dropin?sid=2008350&suid=D.4DF60C7117D5A77FE3AED546909ED2 How data Systems & reports can either fight or propagate the data analysis error epidemic, and how educator leaders can help.] {{Webarchive|url=https://web.archive.org/web/20190326201414/https://sas.elluminate.com/site/external/recording/playback/link/table/dropin?sid=2008350&suid=D.4DF60C7117D5A77FE3AED546909ED2 |date=2019-03-26 }} ''Presentation conducted from Technology Information Center for Administrative Leadership (TICAL) School Leadership Summit.''</ref> In Business, fostering and actively supporting DIDM in their firm and among their colleagues could be the main role of CIOs (Chief Information Officers) or CDOs (Chief Data Officers).<ref>Delort P. 2012. [http://www.oecd.org/sti/ieconomy/Session_3_Delort.pdf#page=13 ICCP Technology Foresight Forum - "Harnessing data as a new source of growth: Big data analytics and policies" .] ''OECD, 2012''</ref>
▲[[Assessment in higher education]] is a form of DIDM aimed at using evidence of what students learn to improve curriculum, student learning, and teaching.<ref>{{cite web|last1=Flaherty|first1=Colleen|title=Large-Scale Assessment Without Standardized Tests|url=https://www.insidehighered.com/news/2017/02/23/aacu-releases-report-national-large-scale-look-student-learning)|website=Inside HigherEd|accessdate=24 February 2017}}</ref> Standardized tests, grades, and student work scored by rubrics, are forms of student learning outcomes assessment. [[Formative assessment|Formative assessments]], specifically, allow educators to use the data from student performances more immediately in modifying teaching and learning strategies. There are numerous organizations aimed at promoting the assessment of student learning through DIDM including the National Institute for Learning Outcomes Assessment, the Association for the Assessment of Student Learning in Higher Education, and, to an extent, the [[Association of American Colleges and Universities]].
==References==
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[[Category:Data analysis]]
[[Category:Standards-based education]]
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