Data-Informed Decision-Making in Higher Education: Lessons from a Teacher Education Program

Ya-Chih Chang & Holly M. Menzies   |    Volume 17 Issue 1  |   

Data from program assessment in higher education are often used for accreditation purposes and are less focused on decision-making and program improvement. This article illustrates how data-informed decisions were made in a teacher education program. It details how a framework of assessment, Plan Do Study Act, was used to identify areas in need of attention and how the program made feasible incremental changes to its curriculum and assessment process over a three-year period to improve students’ learning.

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