An exploration of how NCEA evidence is analysed and used by school leaders to support inquiry into teaching and learning

Abstract

Data are increasingly being used to inform both decision-making and improvement processes in schools. The use of data as part of cycles of inquiry is a more recent phenomenon, particularly the use of student learning data as a measure of effective teaching practice. In New Zealand, National Certificate of Educational Achievement (NCEA) data are routinely analysed and used by schools, however the ways in which they are analysed, used, and for what purposes, is less well understood. This research study investigated how NCEA data were used by school leaders to support inquiry into teaching and learning. The approach taken integrated literature and findings across the education and statistics fields, and between data use and inquiry processes. The research employed a mixed methods sequential explanatory design. The reported beliefs and practice of 22 senior leaders in 16 Auckland secondary schools were examined by questionnaire. Interviews with eight senior and middle leaders in two schools that reported expert levels of NCEA based inquiry in the questionnaire were used to expand on the initial findings. The data were analysed quantitatively and qualitatively. Whilst all the school leaders reported using NCEA data, the ways in which it was used varied considerably. Factors reported as supporting inquiry based uses of NCEA data included a clear inquiry process, an expectation that NCEA data would inform inquiry, and the use of conversations to develop shared understandings. Perceived inhibiting factors included variability in middle leadership practices, statistical understanding, and access to NCEA data in a useful format. A number of specific leadership actions based on the use of NCEA data for inquiry were also identified. The reported statistical analysis of NCEA data did not necessarily support the conclusions made. The study found that use of a statistical inquiry process alongside thinking statistically, and the statistical concepts of variation, representation and inference were essential to meaningful interpretation and use of NCEA data. The integration of data use and inquiry required for the effective use of NCEA data was not captured in current frameworks of either data use or inquiry. A proposed integrated framework of data use for inquiry is suggested and discussed as a way schools could examine their inquiry practices alongside a framework of the statistical understanding required for effective inquiry using NCEA data.