We have undertaken a number of projects around teacher data literacy and design for learning, and the idea of making learning visible.
Much of this work is around how teachers (across sectors) think about the data they use in their practice, and what features of learning processes and products they would like insight into.
This question is central to work being undertaken by colleagues at UTS and internationally. Evidence and data are increasingly emphasised in educational contexts, with the spread of What Works centres such as the Educational Endowment Foundation (UK), Evidence for Learning (Australia), the What Works Clearinghouse (USA), international (PISA), national (SATS, NAPLAN, etc.