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This book brings together scholars from several countries to examine data-based decision making.

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Data-based decision making in this book refers to making decisions based on a broad range of evidence, such as scores on students' assessments, classroom observations etc. This book supports policy-makers, people working with schools, researchers and school leaders and teachers in the use of data, by bringing together the current research conducted on data use across multiple countries into a single volume.

Some of these studies are 'best practice' studies, where effective data use has led to improvements in student learning. Others provide insight into challenges in both policy and practice environments. Each of them draws on research and literature in the field. Read more Read less. Product details Paperback: pages Publisher: Springer; ed.

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From the Back Cover In a context where schools are held more and more accountable for the education they provide, data-based decision making has become increasingly important. No customer reviews. For instance, two students do the same long-term project and receive the same grade. However, one student overcame her natural tendency to procrastinate and learned more than in past projects. The other did not put forth his best effort and achieved lower than his usual.

If we only look at the data, both appear the same. However, good teachers can see the difference. Almost every year I have a few students who are chronically tardy to class. It has been demonstrated repeatedly that student test scores are highly correlated with parental income. Students from wealthier parents score well and those from more impoverished families score badly.

That does not mean one group is smarter or even more motivated than the other. Living in poverty comes with its own challenges. Students who have to take care of their siblings at home, for instance, have less time for homework than those who have nothing but free time. A focus solely on the data ignores these factors. It is extremely insulting to insist that the best way for teachers to behave is to treat their students as anything other than human beings.

They are people with unique needs, characteristics, and qualities, and should be treated accordingly. I speak my approbation aloud. Certainly, I have to assign them a grade, but that is merely one thing educators do. To reduce the relationship to that — and only that — is extremely reductive. If all you do is grade the learner, you jeopardize the learning.

Every good teacher knows the importance of relationships. Data-driven instruction asks us to ignore these lessons in favor of a mechanistic approach. My students are not widgets and I refuse to treat them as such. I am so sick of going to conferences or faculty meetings where we focus exclusively on how to get better grades or test scores from our students. We should, instead, focus on how to see the genius that is already there!

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We should find ways to help students self-actualize, not turn them into what we think they should be. Our students will have to deal with standardized tests and data-driven initiatives when they get older. We have to prepare them for it. I want to make it better for them. Imagine telling a person brutalized by the police that the world is unfair and you just have to get used to it. This is a complete abdication not just of our job as teachers but our position as ethical human beings.

Tackling Data-Driven Decision Making in Education

Schools are nothing without students. We should do everything we can to meet their needs. Look around any school and ask yourself if everything you see is necessarily based on statistics. Does the athletic program exist because it increases student test scores? Does each student lunch correlate with optimum grades? Do you have computers and iPads because they have a measureable impact on achievement? Some administrators and principals DO try to justify these sorts of things by reference to test scores.

They are trying to connect data with things they already do. They already have good reasons to think athletics helps students learn. We come to education with certain beliefs already in place about what a school should do and others are formed based on the empiricism of being there, day-in, day-out. And so we can firmly put the insistence on data-driven instruction in the trash bin of bad ideas. The next time you hear an administrator or principal pull out this chestnut, take out one of these counterarguments and roast it on an open fire.

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Data-driven instruction

Ten percent of the proceeds go to the Badass Teachers Association. Check it out! Click here to order one directly from me to your door! Reblogged this on David R.


Taylor-Thoughts on Education. Like Like. As Peter Greene has pointed out, everything that goes on in a class is data. The contributions Jane makes to the Twelfth Night discussion. The fact that Sally and Susie come in the door glaring daggers at each other. The fact that Jason has another black eye.

The fact that only one kid got an A on the last quiz. The fact that the students are buzzing about the latest administrative decree about the dress code. Everything that happens, every behavior, whether directly related to academics or not is data. Test scores are just a convenient, if wildly inaccurate and basically useless, way to boil all that data into a single number.

All teachers should be data driven. That does not mean they should be test-score driven. Dienne, I think we both agree but are quibbling over language. As a recently retired public school teacher, in special ed. If the teacher is not allowed and encouraged to use all her stored knowledge from classes and an understanding of the student, it just does not work.

Personally I chose to stay in the classroom for 43 years, because I feel that most administrators are paper pushers who have forgotten that we teach students, not books. And because I would have NO patience for teachers who teach from the book, grounds for firing in my opinion!

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The future of data-driven decision-making | Jisc

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