Open AccessUsing Process Indicators to Facilitate Data-Driven Decision Making in the Era of Accountability
Author(s) -
Kyu Tae Kim
Publication year - 2012
Publication title -
creative education
Language(s) - English
Resource type - Journals
eISSN - 2151-4771
pISSN - 2151-4755
DOI - 10.4236/ce.2012.36102
Subject(s) - accountability , demographics , process (computing) , psychology , no child left behind , welfare , performance indicator , mathematics education , public relations , pedagogy , political science , process management , business , computer science , sociology , marketing , demography , law , operating system
This paper explores which accountability indicators are likely to reveal the distinct contexts and qualitative characteristics of school that stimulate and improve authentic pedagogy and accountability. In the era of accountability, data-driven decision making is a new research area for authentic pedagogy through monitoring student progress and improving school accountability. It is based on input-and-result oriented indicators such as school demographics, facilities, budget, standardized test scores, dropout rates. But the indicators are unlikely to capture a dynamically interactive qualitative characteristics of school organizations featuring a loosely-coupled system and difficult to be measured or assessed. Thus, process indicators need to be complementary to input-and-outcome data for a valid and graphic description, monitoring and explanation of ‘why’ and ‘how’ the school outcomes occur. The author concluded that the data-driven decision making (DDDM) based on process indicators strengthens reflective professionalism and provides for the educational welfare for the poor and left-behind students