د/ايمان زغلول قاسم

استاذ تكنولوجيا التعليم المساعد بكلية التربية بالزلفي

book p5

Chapter 5. Interpretation of the Score Reports from the Computer
Program LOVS by Teachers, Internal Support Teachers, and
Principals8
Abstract
Data-driven decision making, such as the decision making that is conducted through the use
of pupil-monitoring systems, has become increasingly popular in the Netherlands, as it is
considered to have promise as a means of increasing pupils‘ learning outcomes. The reports
generated by the pupil-monitoring Computer Program LOVS (Cito) provide educators with
reliable and objective data feedback; however, research has suggested that many users
struggle with interpreting these reports. This study aims to investigate the extent to which the
reports are correctly interpreted by educators, and to identify various potential stumbling
blocks with regards to the interpretation of the reports. The results suggest that users
encounter many stumbling blocks in these reports and often cannot interpret them entirely
correctly.

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