Data-informed decision-making: Difference between revisions

Revision as of 20:31, 27 May 2017

Revision as of 19:59, 31 January 2018

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[[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. 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]].

Similarly, the idea of data-informed decision making is becoming more prevalent within [[international development]] is similarly being emphasized. For instance, in a literature review focused on development, an integrated, participatory, structured and enpowering approach to using evidence and data in decision-making to inform development decisions was tied to improved results. <ref>Cracking the Evidence Conundrum: Four Ideas to Get People to Use Evidence (18 December 2017). [https://usaidlearninglab.org//lab-notes/cracking-evidence-conundrum-four-ideas-get-people-use-evidence]. USAID Learning Lab. Retrieved 31 January 2018.</ref>

==References==