Data matters, but only if it leads to effective teaching action

Data matters, but only if it leads to effective teaching action

A modern Hechinger Report short article highlighted how information examination has not significantly improved university student results since the No Kid Still left At the rear of Act ramped up countrywide data selection. Facts — even higher top quality data— is of no worth if it isn’t applied correctly.   

Merely accumulating evidence of studying, whether by assessments or trainer-prompted comments, is wasted hard work if it does not tell the apply of instructing.

Does this indicate we must eradicate testing or transfer away from facts examination, as some critics have suggested? No, not precisely.  Data has generally been a starting off stage for training discussions. But no one exam or info point will give you the complete photo. It is like expecting that merely applying a higher-high quality flour in a chocolate cake will guide to a better cake. The flour is very important, but it is the skill of the baking that turns it into one thing scrumptious.