Faculty Use of Student Data

I would like to share the 2016 article by a UT Austin faculty on "Factors Associated with Faculty Use of Student Data for Instructional Improvement” might be helpful for continuous reflection of teaching. The article provides a brief summary of Classroom Assessment Techniques (CATs) by Angelo and Cross (1993); Classroom Research, an early version of the Scholarship of Teaching and Learning (Boyer, 1990); and Academic Analytics. Factors for the study are the social cognitive theories:

• Self-efficacy (Bandura, 1986)

• Expectancy Value theory of motivation (Wigfield & Eccles, 2000)

• Self-determination theory of motivation (Deci & Ryan, 2000)

• Theory of Planned Behavior (Madden, Ellen & Ajzen, 1992)

• Adoption or Diffusion of Innovations Theories (Rogers, 2003)

As part of a "new teaching initiative aimed to redesign large lecture-oriented courses, part of the evaluation required a baseline understanding of how faculty used information about their students to inform their teaching practice". Forty one faculty participated using their twenty one classes.

"Self-efficacy, value of the outcome, and feasibility of using a student data-based reflection process were found to be related to the actual use of components of the reflection process by faculty".