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The present study explores predictors of school performance feedback (SPF) use. In total, 470 Flemish educational professionals were surveyed about their use of SPF from school-external, low-stakes standardized assessments. A path analysis was conducted in order to investigate how individual user beliefs impact SPF use at the school level and how those beliefs mediate the effects of school-level features pertaining to school organization, performance, and voluntariness. Findings include that users’ cognitive attitude and perceived expectations of others have a small effect on engagement with SPF in schools, and that these predictors mediate the effects of certain organizational characteristics. Whereas performance levels do not impact school-level feedback use, voluntariness in feedback pursuit and particularly an SPF-oriented school culture emerge as drivers. Implications for practice include the need for stimulating ownership in data-based decision making. Suggestions for further research are also discussed.

The interplay of user beliefs and situated characteristics in explaining school performance feedback use