Are you beginning down a data path at your school? Or do you already consider your school to be data rich? Then I have a question for you:
Where does most of your data analysis effort live?
It’s a common question: are we grading equally? And while I don’t like the focus on marks, I can appreciate that calibrated grading ensures proper feedback, helps create a shared vision of the purpose of an assessment, and yes, even helps avoid some potentially heated discussions with parents.
Over at YouCubed, Jo Boaler and the team have released the second edition of the “Week of Inspirational Maths” (WIM). The lessons promote mathematical growth mindsets, dispel discouraging myths about learning, and give engaging tasks with access points for all learners. (more…)
One of the most worrisome parts about Big Data in schools is the unethical targeting of teachers based on single data points — often misused. It’s therefore imperative that specialists, well-versed in statistics, are present for data based conversations. Here’s a great example: (more…)
For any educator that has been through an accreditation process, we are regularly asked: “How do your internal assessments correlate with your external assessments?” In simpler terms: “Do students who perform well on your in-class assessments also do well on standardized assessments?” (more…)