ABSTRACT
School-generated data is increasingly considered to be important for school improvement. This chapter considers the processes by which teachers collect, interpret and disseminate data to raise standards and improve the work of teachers and pupils. The PhD study was conducted in five secondary schools in the North of England. The schools are identified as school 1 through to school 5 and included an academy, a local authority school, an independent school, a community school, and a comprehensive faith-sponsored school. Teachers collect data for many reasons including accountability and for monitoring a constantly changing school environment. Teachers collect data via internal and external tests. Test results are probably the type of data most commonly used by classroom teachers. The aim of collecting test data is to identify and monitor progress, and to identify pupils who might benefit from particular interventions. Surveys are used by some teachers to collect data about pupils and the school.
