Analysis of Facilitators and Barriers to using Comprehensive Learning Assessment Results for Improvement Processes in Elementary Schools

Abstract

The primary objective of the research reported in this article was to explore the perceptions and practices of school principals, head of technical-pedagogical units, and lower elementary teachers regarding the uses of DIA in the academic domain. Using a mixed-methods sequential explanatory design, the first administered a survey in 20 schools, involving 80 lower elementary teachers and 40 senior leaders. In the second phase, in-depth interviews and observations were conducted in three schools selected based on the  quantitative results. Findings indicate that DIA tests are widely used in academic settings, and are generally  perceived as highly valuable. Teachers utilize test results to identify students needing additional support and to inform curriculum planning. Despite significant variation in implementation, a common limitation is the absence of protocols for reflective data use. Key Facilitators include collaboration between teachers and special education teachers, as well as guidance from the school leaders. However, most teachers report a lack of training in data literacy , and insufficient resources for supporting students in need, along with limited time for reflective use of data. While the sample size is small, these findings suggest potential modifications to the DIA to better align with the taught curriculum and highlight the need for professional development to enhance educator’s data literacy.