“Schools are awash with data … While volumes of data are extruded about and from schools, teaching continues without the benefits of such data.”[1]
Despite that fact that teachers and schools are almost inundated with data, not much has improved. We only need to look at the relatively disappointing trends in student achievement, as demonstrated through longitudinal analysis of large-scale assessments such as the NAPLAN[2] tests in Australia and the NAEP in the United States[3], as well as many more across the world. Despite access to MORE and MORE educational data, we do very little differently. And so, very little changes.
Why?
Well, in my view this is because data is not, and will never, be the solution. In fact, data has no real utility at all. Not until it is interpreted and transformed into actionable information, does data become potentially valuable. And even then, without actual evidence of tangible action, this value is only theoretical.
In modern times, the use of data within schools has become an increasingly important focus for teachers and school leaders. This is evident in the evolution of data-driven and evidence-based approaches to teaching and learning, as well as the proliferation of a multitude of models for its use within schools. Interrogation and use of data are now also pervasive in teacher competency standards such as the Australian professional standards for teachers.
Sick of talking about data yet?
Well, if you are a teacher, you are probably used to it by now. It’s no surprise the data conversation has also become a flash point for teacher dissatisfaction. Not only is data used for “teacher evaluation” (and if you’re really lucky, performance management and promotion), many teachers have reported experiencing feelings of overwhelm with the myriad of data sources that are available. Combine this with an increasing expectation to monitor student learning, engagement, and outcomes and you’ve got a recipe for overwhelm.
While collecting and using data effectively certainly plays a key role in school improvement, school improvement is not (only) about the data. School data is more than simple standardised test scores. It is as a way to investigate questions about students, teaching practices, and learning in the school.
The true potential of data is to create change, generate improvements in practice and, ultimately, enhance student learning outcomes. But data’s potential exists in its role as catalyst for critical questioning and collaborative, reflective practice.
Data is not then something we must have, nor is it a means to and ends. Rather data is the beginning (and rarely the end). It is, or should be, an opening gateway to deeper understanding of our students, our practice, our schools, and ourselves. What is far more important is the questions we seek to answer, the collaborative processes we use in seeking answers, and the subsequent actions we undertake to improve student outcomes.
How do you use data in your own school? What works, and what doesn’t, when it comes to student and school improvement?
In my next post, we discuss possibilities for getting smarter about data.
[1] Hattie, J (2005) What is the nature of evidence that makes a difference to learning?
[2] Suzanne Rice, Education Policy and Leadership, University of Melbourne
http://theconversation.com/naplan-results-reveal-little-change-in-literacy-and-numeracy-performance-here-are-some-key-takeaway-findings-70208
[3] https://hechingerreport.org/national-test-scores-reveal-a-decade-of-educational-stagnation/