Over-the-counter data

Over-the-counter data (OTCD) is a design approach used in data systems, particularly educational technology data systems, in order to increase the accuracy of users' data analyses by better reporting data. The approach involves adhering to standards that are organized by five components: Label, Supplemental Documentation, Help System, Package/Display, and Content.

OTCD was inspired by the varied ways over-the-counter medication supports those using its contents. Just as it would be negligent for over-the-counter medication to contain no labeling, documentation, or other supports helping people to use its contents safely, it is deemed negligent for data systems to display data for educators without providing them with the necessary supports to best ensure it is used correctly when educators use the data to treat students’ needs.

Inspired by the varied ways over-the-counter medication supports those using its contents, OTCD was created in 2010 and applied to the improvement of education data systems. Consider the way in which the Food and Drug Administration (FDA) requires over-the-counter medication to be accompanied by textual guidance proven to improve its use, deeming it negligent to do otherwise. With such guidance, patients may take over-the-counter medication with the goal of improving wellbeing while a doctor is not present to explain how to use the medication. No or poor medication labels have resulted in many errors and tragedy, as people are left with no way to know how to use the contents wisely.

Labeling conventions can translate to improved understanding on non-medication products, as well. Thus, in the way over-the-counter medicine’s proper use is communicated with a thorough label and added documentation, a data system used to analyze student performance can include components to help users better comprehend the data it contains. Using an OTCD approach (i.e., following OTCD Standards) when communicating data involves following research-based recommendations likely to improve educators’ understanding, analysis, and use of the data being displayed.

Nonetheless, labeling and tools within data systems to assist analyses are uncommon, even though most educators analyze data alone. Essentially, data systems and reports do not commonly present data in an “over-the-counter” format for educators, whose primary option for using data to treat students is thus compared to ingesting medicine from an unmarked or marginally marked container. Just as it would be negligent for over-the-counter medicine to contain no labeling, documentation, or other supports helping people to use its contents safely, it is negligent for data systems and reports to display data for educators without providing necessary supports to best ensure the data is used appropriately and thus has a desirable impact on students.

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