Data-driven decision making (DDDM), applied to student achievement testing data, is a

central focus of many school and district reform efforts, in part because of federal and
state test-based accountability policies. This paper uses RAND research to show how
schools and districts are analyzing achievement test results and other types of data to
make decisions to improve student success. It examines DDDM policies and suggests
future research in the field. A conceptual framework, adapted from the literature and used
to organize the discussion, recognizes that multiple data types (input, outcome, process,
and satisfaction data) can inform decisions, and that the presence of raw data does not
ensure its effective use. Research questions addressed are: what types of data are
administrators and teachers using, and how are they using them; what support is available
to help with the use of the data; and what factors influence the use of data for decision
making? RAND research suggests that most educators find data useful for informing
aspects of their work and that they use data to improve teaching and learning. The first
implication of this work is that DDDM does not guarantee effective decision making:
having data does not mean that it will be used appropriately or lead to improvements.
Second, practitioners and policymakers should promote the use of various data types
collected at multiple points in time. Third, equal attention needs to be paid to analyzing
data and taking action based on data. Capacity-building efforts may be needed to achieve
this goal. Fourth, RAND research raises concerns about the consequences of high-stakes
testing and excessive reliance on test data. Fifth, attaching stakes to data such as local
progress tests can lead to the same negative practices that appear in high-stakes testing
systems. Finally, policymakers seeking to promote educators data use should consider
giving teachers flexibility to alter instruction based on data analyses. More research is
needed on the effects of DDDM on instruction, student achievement, and other outcomes;
how the focus on state test results affects the validity of those tests; and the quality of
data being examined, the analyses educators are undertaking, and the decisions they are
making.
Research conducted by
For centuries, members of the education community have been looking for ways to
improve student learning. In more recent history, data-driven decision making has been
used in an effort to fulfill this mission, particularly as many students are being asked to
meet more rigorous academic goals via the Common Core State Standards.
The idea of using data as a means to guide decisions made by school districts,
administrators and teachers is nothing new. An emphasis was placed on collection of
student data as a means of increasing achievement when the No Child Left Behind Act

was put into place in 2001.

While schools have been collecting
student data for decades, it is only
more recently that they have
discovered the power of data-driven
decision making. Many school districts have used the data collected from various
standardized tests that students take in order to improve curricula, boost teacher quality
and share best practices among schools and districts.
- See more at: http://www.dreambox.com/blog/adaptive-learning-enablesdata-driven-decision-making#sthash.ETxDRf9F.dpuf
Data-informed decision-making (DIDM) gives reference to the collection and analysis of
data to guide decisions that improve success.[1] DIDM is used in education communities
(where data is used with the goal of helping students) but is also applicable to (and thus
also used in) other fields in which data is used to inform decisions. While data based
decision making is a more common term, data-informed decision-making is a preferable
term since decisions should not be based solely on quantitative data.[1][2] Most educators
have access to a data system for the purpose of analyzing student data.[3] These data
systems present data to educators in an over-the-counter data format (embedding labels,
supplemental documentation, and a help system, making key package/display and content
decisions) to improve the success of educators data-informed decision-making.[4] In
Business, fostering and actively supporting DIDM in their firm and among their
colleagues could be the main rle of CIOs (Chief Information Officers) or CDOs (Chief
Data Officers).[5]

Apa itu Data-Driven Decision Making?

Data-Driven Decision Making atau sering disingkat DDDM adalah sebuah metode
pengambilan keputusan berdasarkan data yang ada. Data itu bisa berupa apa aja seperti
misalnya hasil survey, polling, statistik dll. Sebagai contoh, misalnya Asep (ini nama
asal-asalan) ingin mencari ponsel baru tapi masih bingung mau beli ponsel apa yang
cocok dan sesuai budget. Akhirnya pilihan Asep mengerucut pada iPhone 4S dan
Samsung Galaxy S III. Maka Asep pun mencari data sebanyak-banyaknya tentang kedua
ponsel tersebut, mulai dari spesifikasinya, kelebihan dan kekurangannya, review dari
pengguna dll. Ketika akhirnya Asep memutuskan untuk membeli iPhone, maka
keputusannya itulah yang disebut DDDM.

Nah, saya juga memakai metode DDDM ini ketika melakukan redesain. Dengan melihat
statistik browser yang dipakai pengunjung dari Google Analytics, saya bisa melihat kalau
pengunjung blog saya rata-rata memakai browser modern. Dari statistik itu, saya
putuskan untuk melakukan redesain dengan meniadakan support untuk browser lama.