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Data-driven decision making, such as the decision making that is conducted through the use of pupil monitoring systems, has become increasingly popular in the Netherlands, as it is considered to have promise as a means of increasing pupils’ learning outcomes. The reports generated by the pupil-monitoring Computer Program LOVS (Cito) provide educators with reliable and objective data feedback; however, research has suggested that many users struggle with interpreting these reports. This study aims to investigate the extent to which the reports are correctly interpreted by educators, and to identify various potential stumbling blocks with regards to the interpretation of the reports. The results suggest that users encounter many stumbling blocks in these reports and often cannot interpret them entirely correctly.


Institute for Learning Sciences and Teacher Education

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Journal Article

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