Using #EdDataStories to Reflect on Learning – Part 2
A follow up to my first NCTM blog post gives a concrete example from start to finish of an initiative that utilizes student learning data, protocols, and action.
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Fall Data Is About Getting To Know Your Students
Likely at your school, you have certain benchmark points in the year when you are collecting large amounts of data. You might collect Standardized test scores in the Fall, Winter, and Spring; you might have final exams at the end of the year; or you might have quarter and semester grades happening at specific intervals. (more…)
From Reactive to Proactive INTERACTIVE data
The large majority of data collated and analyzed by schools and districts is reactive. We’re looking at summative assessments after the unit, we’re looking at standardized results at the end of the year. Naturally, reactive protocols cause reactions in teachers and administrators.
Using #EdDataStories to Reflect on Learning
I was recently asked to write for the National Council for Teachers of Mathematics “Teaching Children Mathematics” Blog. My post asks each of you to look at the way you currently use data and to make a shift.
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How To Do Data: 2 Simple Questions
The question I get asked most frequently is, “What do I do with data?” The answer to that question depends on where you are and what you already do, but the starting point is much easier on the surface than most educators think. (more…)
Validating Your Assessments: Internal vs. External Comparisons
One of the more difficult analyses that schools need to perform is comparing internal assessments to external assessments. (more…)