Datengestützte Unterrichtsentwicklung: Potenziale der Kombination von Oaten aus zentralen Lernstandserhebungen und lernund unterrichtsbezogenen Assessments

The introduction of standard-based education and data on student achievement comes with expectations with regard to teachers' respective use of data for instructional processes. We report on results of studies on teachers' use of comparative school achievement data and relate these to the literature on formative assessment and feedback on the quality of teaching. Integrating this literature, we present a heuristic model of data-based decision-making and illustrate the model with examples. The model emphasizes the role of reflection of instructional decision-making, whereby reflection is situated within the cyclic process of problem definition, data collection and use of data, data analysis, derivation of instructional measures and evaluation by multiple data sources.