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Interpret

''

Data becomes information when it is categorised, analysed, summarised and placed in context. Information therefore is data endowed with relevance and purpose. Information is developed into knowledge when it is used to make comparisons, assess consequences, establish connections and engage in dialogue. Knowledge … can be seen as information that comes laden with experience, judgment, intuition and values.

''

Empson (1999) cited in Mason (2003).

You need to interrogate the information generated by analysing data and evidence.

First, think about how confident you are about the result, by asking questions like this:

  • Does this relate to student achievement – or does it actually tell us something about our teaching practices?
  • Does this information suggest that the school’s strategic goals and targets are realistic and achievable? If not, should they change, or should we change?
  • Does the information suggest we need to modify programmes or design different programmes?
  • Does the information suggest changes need to be made to school systems?

For example:

What effect is the new 6-day x 50-min period structure having on student engagement levels?

When the school saw the information resulting from data analysis, questions like this were asked:

Do student views align with staff views?

Do positive effects outweigh negative effects?

Is there justification for reviewing the policy?

Does the information imply changes need to be made to teaching practices?

Does the information offer any hint about what sort of changes might work?

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