One way to build positive data culture is to give teachers powerful data when they need it most. Too often teachers feel that their opinions go unheard; but backed by quantitative data and visualizations, they become much more difficult to ignore. Continue reading → Building Positive Data Culture: Supporting Teacher initiatives
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: Continue reading → Building Wonder
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. Continue reading → Exploring Inspirational Math
At the end of last year, I had presented what I had thought were beautiful and informative data reports, analyzing millions of data points across 9 years. I took my findings to my administration expecting that they might offer me praise, redefine or add a possible role for me, and give me some free lance duties as a data expert. However, the reaction I received was quite different. Continue reading → Telling the Right Data Story
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?” Continue reading → How to Check for Assessment Reliability
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. Continue reading → How Do Students Use Data? How about a little self-reporting and google sheets…
I got my hands on a beautiful dataset of 65,000 entries of standardized tests from 2008-present with 71 columns. We’re talking over 4.5 million data points! Time for my first analysis. Continue reading → Are Student Scores on Standardized Tests Increasing?
In the 1980’s and 1990’s, there was a push in the United States to have every student reach algebra by 8th grade. It was a political measure mostly to compete with the results of other countries. However, it seems that experiment has failed and now with the advent of the Common Core, they have explicitly warned against accelerating the progress of learning mathematics. Here’s what it says: Continue reading → Does Advancing Students Too Early Hinder Their Mathematical Outlook?