1. Murray Dee

    I have had the same wonderings. Many times we have poured over data an only focussed on the negative…. without ever going over what we did well. Funny thing is that we rarely made improvement in those areas.

  2. I was recently challenged about data and technology. I provided the usual analytics that people draw upon, but also raised the concern that sometimes that data we rely on is not only negative, but is measuring the wrong thing. I could look at how many docs have been created or how many people have logged into their GAFE accounts, but this does not actually touch on the most important question, why nor does it actually connect with what really matters, learning.

    I discussed it in more detail in this post (http://readwriterespond.com/?p=1169).

  3. A VERY interesting post. At first I was thinking: absolutely. And then my skepticism showed up thinking: sure, let’s tap ourselves on the back with the great things happening in the schools. And lets forget about these 7% students who can’t keep up. That’s only about 600 students….. Btw: would anybody be willing to meet with these 600 students and tell them “Oops, sorry.”

    But after about an hour, I agree again, but with a twist: let’s analyze the deficiencies, but use a lot of the same data to find areas where the teaching or the curriculum DOES work.
    There are areas where we both excel AND show a deficit. All a matter of identifying the area and then find the places where it does work.

    Thanks for making me think outside my own box. I have some wild analytics ideas for the rest of the weekend.

  4. 95% of students are doing well? Look at the 5% and support them, of course. But also look at the 95% and find out what IS working. You’re right… don’t just focus on the deficits, identify the strengths as well. It may reveal a tool/strategy/condition you hadn’t been aware of before.

  5. Gregg Halfyard

    Good discussion data-driven dialogue and how we perceive data. I think that formative assessment must be an objective when using metrics and student achievement information. A strengths based focus is always preferred; provided the decisions from the dialogue targets specific instructional interventions with the lowest 15% of learners.

  6. […] focuses on things we aren’t doing well. I love that George Couros recently asked people to change their perspectives on data.  Schools are notorious on focusing on deficits. Continually focusing on what we still have to do […]

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