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Abstract

The purpose of the current manuscript is to provide a systematic review of the literature regarding how preservice teachers learn to use evidence to evaluate student learning. To that end, we operationalize the terms data literacy for teachers, data-driven decision-making, and assessment literacy before outlining the methods of our systematic review. Our review produced 36 relevant articles situated within the United States. Based on these articles, we describe how teacher candidates learn to use data including relevant interventions and instructional methods. We also expand on the types of research methods used in these studies. We conclude with implications for research and practice, including an expansion of field experiences and anti-racist and inclusive practices.

Keywords

assessment assessment literacy data-based decision-making data-driven decision-making data literacy for teaching preservice teacher preparation systematic literature review teacher assessment teacher education/development textual analysis

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How Have Teacher Candidates Learned to Use Evidence? A Systematic Review of Research

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