Examining pedagogical data literacy: results of a survey among school teachers at upper secondary level in Switzerland

Abstract

One of the main concerns of learning analytics studies that involve teachers is the concept of data literacy. Pedagogical data literacy includes collecting and analyzing student data and deriving educational interventions, the success of which is again assessed using data. In this paper, we examine this construct to understand pedagogical data literacy levels within a representative survey of N = 1059 teachers in upper secondary schools in Switzerland. Preliminary results reveal that more than half of the secondary school teachers indicate having access to digital student data but only one-third is making use of this data to inform their teaching. Only one-fourth of the teachers indicate that they consider themselves proficient in using digital student data to improve their teaching. In-depth analyses will explore different conditions and characteristics that are associated with different teacher profiles of pedagogical data literacy