[1] E. B. Mandinach, & E. S., Gummer, (2016), What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions, Teaching and Teacher Education, Vol. 60, pp. 366-376, https://doi. org/10.1016/j.tate.2016.07.011
[2] K. Dunlap, J. S. Piro, (2016), Diving into data: Developing the capacity for data literacy in teacher education, Cogent Education, Vol.3, No.1, pp.1132526, https://doi.org/10.1080/2331186X.2015.1132526
[3] J. Vanhoof, G. Verhaeghe, J. P. Verhaeghe, M. Valcke, & P. van Petegem, (2011), The influence of competences and support on school performance feedback use, Educational Studies, Vol.37, No.2, pp.141-154, https:// doi.org/10.1080/03055698.2010.482771
[4] T. Coughlan, (2020), The use of open data as a material for learning, Educational Technology Research and Development, Vol.68, No.1, pp.383-411, https://doi. org/10.1007/s11423-019-09706-y
[5] B. A. P. Cubarrubia, (2019), We all need to be data people: The chronicle of higher education, Chronicle of Higher Education, Vol.66, No.7, pp.1-4, https:// www.chronicle.com/article/We-All-Need-to-Be-DataPeople/247306/.
[6] E. S. Gummer, & E. B. Mandinach, (2015), Building a conceptual framework for data literacy, Teachers College Record, Vol.117, No.4, pp.1-22
[7] V. Damjanovic, S. Quinn, S. Branson, E. Caldas, & E. Ledford, (2017), The use of pedagogical documentation techniques to create focal points in a school-university partnership in early childhood education: Technologies that create a “Third Space”, School University Partnerships, Vol.10, No.3, pp.30-50
[8] K. Rintakorpi, (2016), Documenting with early childhood education teachers: Pedagogical documentation as a tool for developing early childhood pedagogy and practises, Early Years, Vol.36, No.4, pp.399-412, https://doi.org/10.1080/09575146.2016.11 45628.
[9] K. Rintakorpi, & J. Reunamo, (2017), Pedagogical documentation and its relation to everyday activities in early years, In Early Child Development and Care, Vol.187, No.11, pp.1611-1622, Routledge, https://doi.or g/10.1080/03004430.2016.1178637
[10] T. Waller, & A. Bitou, (2011), Research with children: Three challenges for participatory research in early childhood, European Early Childhood Education Research Journal, Vol.19, No.1, pp.5-20, https://doi.or g/10.1080/1350293X.2011.548964.
[11] A. McDowall, C. Mills, K. Cawte, & J. Miller, (2021), Data use as the heart of data literacy: An exploration of pre-service teachers’ data literacy practices in a teaching performance assessment, Asia-Pacific Journal of Teacher Education, pp.1-16, https://doi.org/10.1080/ 1359866X.2020.1777529
[12] H. Arksey, & L. O’Malley, (2005), Scoping studies: Towards a methodological framework, International Journal of Social Research Methodology: Theory and Practice, Vol.8, No.1, pp.19, https://doi.org/10.1080/13 64557032000119616.
[13] H. P. Loc, N. T. Dung, L. T. Huy, (Aug, 2023), A Systematic Guideline Process for Writing a Review Article and Literature Review for Scientific Publications, VNU Journal of Science: Education Research, Vol.39, No.3, pp.1-14, https://doi.org/10.25073/2588-1159/ vnuer.4653
[14] H. Snyder, (2019), Literature review as a research methodology: An overview and guidelines, Journal of Business Research, Vol.104, pp.333-339, https://doi. org/10.1016/j.jbusres.2019.07.039
[15] M. Templier, G. Paré, (2015), A Framework for Guiding and Evaluating Literature Reviews, Communications of the Association for Information Systems, Vol. 37, Article 6, https://doi.org/10.17705/1CAIS.03706
[16] J. E. Raffaghelli, & B. Stewart, (2020), Centering complexity in ‘educators’ data literacy’ to support future practices in faculty development: A systematic review of the literature, Teaching in Higher Education, Vol.25, No.4, pp.435-455, https://doi.org/10.1080/1356 2517.2019.1696301
[17] E. B. Mandinach, J. M. Friedman, & E. S. Gummer, (2015), How can schools of education help to build educators’ capacity to use data? A systemic view of the issue, Teachers College Record, Vol.117, No.4, pp.1-50
[18] E. B. Mandinach, J. B. Jimerson, (November, 2016), Teachers learning how to use data: A synthesis of the issues and what is known, Teaching and Teacher Education, Vol.60, pp.452-457, DOI: https://doi. org/10.1016/j.tate.2016.07.009.
[19] S. B. Boesdorfer, D. I. del Carlo, & J. Wayson, (2020), Secondary science teachers’ definition and use of data in their teaching practice, Research in Science Education, pp.1-13, https://doi.org/10.1007/s11165-020-09936-8.
[20] T. D. Reeves, K. H. Summers, & E. Grove, (2016), Examining the landscape of teacher learning for data use: The case of Illinois, Cogent Education, Vol.3, No.1, Article:1211476, https://doi.org/10.1080/233118 6X.2016.1211476.
[21] T. D. Reeves, (2017), Pre-service teachers’ data use opportunities during student teaching, Teaching and Teacher Education, Vol. 63, pp.263-273, https://doi. org/10.1016/j.tate.2017.01.003
[22] S. Merk, S. Poindl, S. Wurster, & T. Bohl, (2020), Fostering aspects of pre-service teachers’ data literacy: Results of a randomized controlled trial, Teaching and Teacher Education, Vol. 91, article No.103043, https:// doi.org/10.1016/j.tate.2020.103043.
[23] S. Kennedy-Clark, V. Galstaun, P. Reimann, T. Martyn, K. Williamson, & J. Weight, (2020), Voices on data literacy and initial teacher education: Pre-service teachers’ reflections and recommendations, The Australian Journal of Teacher Education, Vol.45, No.7, pp.60-76
[24] Powell, S. P. Sweeny, L. L. Lisa Persinger, J. D. Persinger, (March 2022), Expected data literacy knowledge and skills for early career teachers: Perspectives from school and district personnel, Teaching and Teacher Education, Vol. 111, 103607, https://doi.org/10.1016/j. tate.2021.103607.
[25] Y. Ahmed, (2019), Data-based decision making in primary schools in Ethiopia, Journal of Professional Capital and Community, Vol.4, No.3, pp.232-259, https://doi.org/10.1108/JPCC-11-2018-0031
[26] J. S. Beck, J. J. Morgan, N. Brown, H. Whitesides, & D. R. Riddle, (2020), “Asking, learning, seeking out”: An exploration of data literacy for teaching, Educational Forum, Vol. 84, No. 2, pp. 150-165, https://doi.org/10.1 080/00131725.2020.1674438
[27] K. Schildkamp, (2019), Data-based decision-making for school improvement: Research insights and gaps, Educational Research (Windsor), Vol.61, No.3, pp.257- 273, https://doi.org/10.1080/00131881.2019.1625716.
[28] D. A. Walker, T. D. Reeves, &, T. J. Smith, (2018), Confirmation of the data-driven decision making efficacy and anxiety inventory’s score factor structure among teachers, Journal of Psychoeducational Assessment, Vol.36, No.5, pp.477-491, https://doi. org/10.1177/0734282916682905
[29] B. Cowie, & B. Cooper, (2017), Exploring the challenge of developing student teacher data literacy, Assessment in Education: Principles, Policy & Practice, Vol.24, No.2, pp.147-163, https://doi.org/10.1080/096959 4X.2016.1225668
[30] T. L. Shreiner, B. M. Dykes, (2020), Visualizing the teaching of data visualizations in social studies: A study of teachers’ data literacy practices, beliefs, and knowledge, Theory and Research in Social Education, Vol.49, No.1, pp.1-45
[31] D. Slavit, T. H. Nelson, A. Deuel, (2013), Teacher Groups’ Conceptions and Uses of Student-Learning Data, Journal of Teacher Education, Vol.64, No.1, pp.8– 21, https://doi.org/10.1177/0022487112445517
[32] C. Bocala, & K. P Boudet, (2015), Teaching educators habits of mind for using data wisely, Teachers College Record, Vol.117, No.4, pp.1-20.
[33] J. Ebbeler, C. L. Poortman, K. Schildkamp &, J. M. Pieters, (2017), The effects of a data use intervention on educators’ satisfaction and data literacy, Educational Assessment, Evaluation and Accountability, Vol.29, No.1, pp.83-105, https://doi.org/10.1007/s11092-016- 9251-z.
[34] W. B. Kippers, C. L. Poortman, K. Schildkamp, & A. J. Visscher, (2018), Data literacy: What do educators learn and struggle with during a data use intervention?, Studies in Educational Evaluation, Vol.56, pp.21-31, https://doi.org/10.1016/j.stueduc.2017.11.001.
[35] T. D. Reeves, & J. L. Chiang, (2018), Online interventions to promote teacher data-driven decision making: Optimizing design to maximize impact, Studies in Educational Evaluation, Vol.59, pp.256-269, https:// doi.org/10.1016/j.stueduc.2018.09.006.
[36] T. D. Reeves, & J. L. Chiang, (2019), Effects of an asynchronous online data literacy intervention on preservice and in-service educators’ beliefs, self-efficacy, and practices, Computers and Education, Vol.136, pp.13- 33, https://doi.org/10.1016/j.compedu.2019.03.004.
[37] M. Van Geel, T. Keuning, A. Visscher, &, J. P. Fox, (2017), Changes in educators’ data literacy during a data-based decision making intervention, Teaching and Teacher Education, Vol. 64, pp.187-198, https://doi. org/10.1016/j.tate.2017.02.015.
[38] M. Carey, P. Grainger, & M. Christie, (2018), Preparing preservice teachers to be data literate: A Queensland case study, Asia-Pacific Journal of Teacher Education, Vol. 46, No. 3, pp.267-278, https://doi.org/10.1080/135 9866X.2017.1402860
[39] F. Edwards, & D. Ogle, (2020), Data informed leadership: The work of primary mathematics lead teachers in New Zealand, Teacher Development, Vol.25, No.1, pp.18-36, https://doi.org/10.1080/136645 30.2020.1837217
[40] J. B. Jimerson, & J. C. Wayman, (2015), Professional learning for using data: Examining teacher needs & supports, Teachers College Record 1970, Vol.117, No.4, pp.1-36
[41] J. C. Wayman, & J. B. Jimerson, (2014), Teacher needs for data related professional learning, Studies in Educational Evaluation, Vol.42, pp.25-34, https://doi. org/10.1016/j.stueduc.2013.11.001
[42] E. Bolhuis, J. Voogt, & K. Schildkamp, (2019), The development of data use, data skills, and positive attitude towards data use in a data team intervention for teacher educators, Studies in Educational Evaluation, Vol. 60, pp.99-108, https://doi.org/10.1016/j. stueduc.2018.12.002
[43] E. B. Mandinach, B. M. Parton, E. S. Gummer, & R. Anderson, Ethical and appropriate data use requires data literacy, Phi Delta Kappan, Vol.96, No.5, pp.25- 28, https://doi.org/10.1177/0031721715569465.
[44] J. E. Raffaghelli, (2019), Developing a framework for educators’ data literacy in the European context: Proposal, implications and debate, International Conference on Education and New Learning Technologies EDULEARN19, Palma, Mallorca, Spain, http://lib.uib.kz/edulearn19/files/papers/2655.pdf
[45] T. D. Reeves, &, S. L. Honig, (2015), A classroom data literacy intervention for pre-service teachers, Teaching and Teacher Education, Vol. 50, pp.90-101, https://doi. org/10.1016/j.tate.2015.05.007
[46] J. B. Jimerson, V. Cho, & J. C. Wayman, (2016), Student-involved data use: Teacher practices and considerations for professional learning, Teaching and Teacher Education, Vol. 60, pp.413-424, https://doi. org/10.1016/j.tate.2016.07.008.
[47] H. P. Loc, L. A. Phuong, S. Arch-int, and N. ArchInt., (2020), Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications, edited by PA Hershey, In Management Association (Ed.), Chapter 8, “Multidimensional Assessment of Open-Ended Questions for Enhancing the Quality of Peer Assessment in E-Learning Environments”, IGI Global. ISBN13: 9781799804208|ISBN10: 1799804208|EISBN13: 9781799804215, DOI: https:// doi.org/10.4018/978-1-7998-0420-8.ch008
[48] H. P. Loc, L. T. Hieu, T. V. Hung, P. C. Thanh, V. M. Duc, L. A. Phuong, N. T. Dung, P. Chakrit, (2022), Does Evaluating Peer Assessment Accuracy and Taking It into Account in Calculating Assessor’s Final Score Enhance Online Peer Assessment Quality?, Education and Information Technologies, Vol.27, pp.4007–4035, https://doi.org/10.1007/s10639-021-10763-1.