The success in using an E-P-I-E (Evaluation-Planning-Implementation-Evaluation) framework in education relies to a great extent on good use of data, particularly at the stages of evaluation and planning. Before initiating the process of data collection, it is important to first reflect on the types of data that are needed with reference to the objectives that we have set for a particular intervention. We should also have a clear idea about how we are going to go about the process of collecting that data and how it will be analyzed.
The range of data sources that can be used for the purposes of assessing the effectiveness of language teaching and learning includes, but is not restricted to, for example, video recordings of student performance, written work, portfolios, pre- and post-test papers, perception questionnaires, and interviews. The choice of source will depend, amongst other things, on what aspect of student learning we wish to focus on, and how we wish to conceptualise that learning.
Although student performance data are more commonly used for the purposes of final grading and promotion to higher levels, Kirkup et al (2005) emphasize that teachers need to be aware of how they can make use of data to track student progress and set realistic learning targets, identify underachieving pupils for further support and inform strategic planning of teaching and learning activities.
As is now widely known and backed up by extensive research, assessment should serve not only the purpose of certifying student learning at the end of the process (i.e. assessment of learning), but also of guiding and informing that process (assessment for learning). The latter is defined as ‘the process in which teachers seek to identify and diagnose student learning problems, and provide quality feedback for students on how to improve their work’.
As the ultimate goal of making use of data and having assessment for learning is to improve student learning, what exactly can teachers do after analyzing the data collected? According to Kirkup et al (ibid), teachers can
- highlight specific weaknesses for individual pupils
- identify weaknesses in topics for the class as a whole
- inform accurate curricular targets for individual pupils
- provide evidence to support decisions as to where to focus resources and teaching
Johnson (1997) points out that for the sake of continuous improvement, it is crucial for teachers to choose a specific area to focus on as the data-collection cycle and subsequent action steps should be designed to address these needs.
To sum up, when planning to use student learning data for the purposes of curriculum development and to inform teaching and learning, teachers need to:
- choose the specific area they want to focus on;
- decide on what they want to find out;
- select appropriate sources of data and collect data as they become available;
- analyze the data and spell out the findings and implications for practice;
- plan and implement actions that take into account the findings and implications worked out;
- collect data about the impact of the actions implemented on student learning;
- start another data analysis cycle (back to step 4)
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