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Data-based teacher decision-making: Profiling the use of the diagnostico integral de aprendizajes in chilean primary mathematics
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DOI：10.1016/j.tate.2026.105508.png)
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Abstract
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This study analyzes how teachers utilize student data from an assessment tool called Diagnostico Integral de Aprendizajes to make decisions in the classroom. The study's sample comprises 17 teachers from 17 public schools and their 220 fourth-grade students. Cluster analysis was employed to identify three data-based decision profiles: (1) systematic, needs-focused adaptation; (2) reactive adjustments with concerns about report clarity and alignment; and (3) innovation-oriented responses emphasizing broader mathematical competencies. The results clarify the mechanisms through which formative assessment reports inform instructional action, suggesting a move toward differentiated professional learning supports. Moreover, the study provides international perspectives on how systemic reporting characteristics serve as catalysts or barriers to effective data use.
Keywords:
Data-based instructional decision-making
Teacher data literacy
Teacher profiles
Formative assessment
Primary mathematics
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