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Assessing Chinese Students’ Reading Behavior Through the Lens of Big Data

In the new era of Big Data, researchers, educators, and policy makers across the world show keen interests in how to use Big Data to assess and improve students’ learning. Here we presented an example to illustrate the use of Big Data in assessing Chinese students’ reading behavior. 137,916 Chinese students from 86 elementary schools in Shanghai used an online reading platform, yielding to over 1,520,000 records on their reading behavior. First, detailed patterns on Chinese students’ reading behavior, such as age differences in reading, time of reading, and types of books were found. Second, students’ reading behavior uniquely predicted better achievement in Chinese 6 months later over and above their prior achievement. Third, schools using the reading platform (vs. not using the platform) showed better performance in Chinese 6 months later. Taken together, this study illustrates how Big Data can provide an unprecedented opportunity to examine students’ learning that are unable to be addressed via traditional methods. Implications for research, practice, and policy are discussed.

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