A study of teachers’ understanding of learning, judgement of learning, and use of data

The impetus for this study was a concern for the way in which teachers understand learning, how they judge learning, and their use of learning data to improve student learning and teacher practice. This concern stems from anecdotal evidence that suggests that judgement of student learning is understood by many teachers to be assessment of specific learning content, and the use of data viewed as evidence to indicate student performance against curriculum standards..