Giving high school counselors data on how former students perform in postsecondary settings is largely irrelevant because the students are already gone and because the counselor likely has no way to identify the reasons for their success or failure. Relevance depends on who receives the data, the timeliness, and the level of detail. Educators often find themselves drowning in data rather than being driven by it-burdened by irrelevant data that will not be used and non-diagnostic data that might be used inappropriately. Conduct analysis that ensures results are relevant and diagnostic. The decision at hand should suggest which data should be assembled.Ģ. Data can include formative or summative test results, interviews, observations, surveys, financial records, and transcripts. The sheer amount of potentially available education data is vast. The figure below offers a picture of the key elements of a data-driven process in education.Īt the heart of the process of effectively using data in educational decision making are three sequential steps:ġ. In education, the issues vary across classrooms, schools, districts, and states, but the process for using data to inform decisions can follow a common set of activities. It requires a meaningful process for developing questions, conducting exploration and analysis, and ultimately, using the data to help us arrive at solutions. But being driven by data requires more than just the existence of good data or superior systems to warehouse the data. It proudly declares that the issues with which we wrestle have been informed by simply involving data in the process. “Data-driven” has become a popular term in recent years.
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