by Jacinta Browning, Assessment and Analytics Consultant at Essential Assessment, in conversation with Dr. Tim O’Leary
How can we, as a community of educators, make educational data more actionable, insightful, and easy to use? That was the central theme of our recent conversation with Dr. Tim O’Leary, an expert in educational data reporting and dashboard design. As a former educator and researcher, Tim deeply understands the challenges schools face when working with data—from navigating complex reports to ensuring teachers have timely, relevant insights.
Our discussion explored how schools use Essential Assessment (EA) data, the importance of reducing cognitive load, and the future of integrated data reporting.
The role of Essential Assessment data in schools
Tim has worked closely with schools across Victoria, helping them design practical, teacher-friendly ways to use data. When discussing how schools use Essential Assessment, he pointed out:
“Compared to PAT or NAPLAN, Essential Assessment provides a much more granular and actionable data set.”
At St. Mary’s Coptic Orthodox, where Tim currently works, he has seen firsthand how the school effectively uses ZPD charts to identify student needs and structure planning meetings. However, there’s no one-size-fits-all approach—some schools use EA primarily as an assessment tool, while others integrate it more into end-of-term reporting.
One of the challenges Tim highlighted is the gap between data collection and practical application:
“There’s bucket loads of data out there, but sometimes it’s not as easily accessible or as easily interpretable by people.”
This raises a vital question: How can we make data more actionable for teachers?
Reducing cognitive load: keep it simple
A standout point from the conversation was the need for simplicity in data presentation. Cognitive load refers to the mental effort required to process information. Tim believes that teachers shouldn’t have to spend excessive time navigating platforms when they could maximise time planning interventions.
“You want to decrease the time a teacher spends engaging with a platform and increase the time they spend planning intervention.”
Tim advocates for straightforward visualisations like heat maps and grouped insights that clearly highlight key trends without complexity. This aligns with what educators often express—they want clarity, not complexity.
Data should spark questions, not just give answers
Tim emphasised that data should do more than just present information—it should inspire inquiry. Too often, schools view data as a set of answers rather than a tool for asking the right questions.
“Reports shouldn’t just give data but prompt meaningful questions for teachers and leaders.”
One way to achieve this is through discrepancy analysis—identifying where a student’s data deviates from expectations. For instance, if a student’s reading level is significantly lower than their math level, this could prompt a discussion about their literacy skills. Schools can move from passive reporting to proactive, data-driven support by focusing on patterns and inconsistencies.
Tracking progress: focus on growth
Tim also discussed the importance of tracking progress over time rather than solely focusing on achievement. Schools must see visible growth reflected across data sets, not just static benchmarks.
“Schools are reporting on both achievement and progress. If progress estimates were easily accessible, that would be incredibly valuable.”
Additionally, Tim highlighted the value of tracking interventions, allowing schools to measure the impact of teaching strategies over varying periods.
Integrating data without overloading teachers
Looking ahead, Tim envisions better integration of EA data with other educational data sets. However, he cautions against overwhelming users with too much information at once and adopting a layered approach.
“I don’t have a problem with reporting multiple data sets, but we have to be careful—sometimes, dashboards show so much information that they create cognitive overload. Start simple. Then let users expand to see more detail when needed.”
This layered approach ensures that teachers can access detailed insights when necessary without facing cognitive overload.
Key takeaways and next steps
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- Make data simple and actionable: Use heat maps and clear visuals to reduce clicks and surface key trends.
- Use data to inspire questions: Move from static reporting to insightful analysis highlighting unexpected learning patterns.
- Track progress, not just achievement: Make it easy to see growth over time and the impact of interventions.
- Manage cognitive load: Present data in layers—start simple and allow deeper dives when required.
Looking ahead
These conversations are instrumental in shaping the future of data-informed teaching and learning, guiding us as we continually improve Essential Assessment’s reporting tools.
Dr. Tim O’Leary’s insights, which provide practical strategies for making data work for educators, remind us that data should work for educators, not the other way around.
“It’s exciting to explore how EA data can complement other data sets—I’m happy to be part of the conversation.” – Dr. Tim O’Leary.
We look forward to continuing these valuable conversations and driving data-informed practices that empower schools and support student success.
To learn more about how Essential Assessment can support data-informed teaching and learning at your school, get in touch.
