When it comes to presenting data, protocols for data, and the administrative use and sharing of data – there’s a lot to know. High level stats, privacy rights, statistical coding, and more… yet we ask professionals who are experts at lesson design to be aware of all of this and how to leverage data to measure effectiveness. I simplify it down to one simple rule: (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…)
One question we’ve been wrestling with, every since we moved to Standards Based Grading is:
“How do we ensure consistency in our grading?” (more…)
As we moved to Standards Based Reporting, the emphasis on summative feedback increased, whether intentionally or not. Unfortunately that meant our formative feedback tracking became a little inconsistent. So I had the idea (as many teachers do) to have the students self-track and self-report. (more…)