It is often said that teaching is one of the toughest occupations to partake in. lesson planning, organizing classroom materials, taking care of young children, and most of all, attending countless meetings discussing data are all tasks involved in the teaching profession. Assessments and data collection have been known to be the most popular, disliked task for educators (Center for Comprehensive School Reform and Improvement). Data has become a sole component coming from research materials, developing conclusions, and improving behaviors. In the educational system, data has become a means of measuring goals and objectives that comes from both formative and summative assessments. With that being said, data responses from assessment practices
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Data is especially used for understanding where students are at in correspondence to his or her learning (Center for Comprehensive School Reform and Improvement). Academic data can break down into three different categories: student achievement data, other student data, and contextual data (Barneveld, page 1). Student achievement data is described as the data that is gathered from observation, performance, samples, portfolios, assessments results, and report cards. On the contrary, other student data is collected through attendance records and behavioral incident data. Lastly, contextual data is the basis of the student, the linguistic background, gender and socioeconomic status of the individual would fit into this category (Barneveld, page 1). All of these types of data are necessary when planning instruction and over-looking assessment processes. The analysis of this data can improve student learning once classroom organization, lesson plans, time management, and socialization factors have been accounted for and …show more content…
This data drawn can aide is making conclusions about how well teaching processes went (Alber, page 2). On top of that, these assessment scores can help with teacher-student goal setting. During one-on-one conferences, or with parents and administration, teachers and students can work together to develop obtainable, realistic, and measurable goals that would positively impact the student’s achievement rate on the exams. Lastly, the data drawn from largest scale assessments may prove or disprove whether or not students are nervous test takers, the amount of motivation they have to do well, or how exam room set-up is affecting the assesse (Alber, page 3). Most of all, these assessments should be kept in mind that it will not perfectly determine a student’s aptitude, ability, or skill level, they are simply one of a hundred ways to measure (Alber, page 2).
Sadly, assessment data can bring some very negative downfalls. In Learning Denied, educators, administrators, and school officials depended on assessments to measure Patrick’s capabilities and skills (Taylor). While this can be effective, teachers must also dig a little deeper and look at broader subjects beyond the assessment scale. As mentioned before, observation can be a key. If Patrick’s teachers and therapist used observation of his writings and drawings in their educational decisions, Patrick and his family would have been
Data is especially used for understanding where students are at in correspondence to his or her learning (Center for Comprehensive School Reform and Improvement). Academic data can break down into three different categories: student achievement data, other student data, and contextual data (Barneveld, page 1). Student achievement data is described as the data that is gathered from observation, performance, samples, portfolios, assessments results, and report cards. On the contrary, other student data is collected through attendance records and behavioral incident data. Lastly, contextual data is the basis of the student, the linguistic background, gender and socioeconomic status of the individual would fit into this category (Barneveld, page 1). All of these types of data are necessary when planning instruction and over-looking assessment processes. The analysis of this data can improve student learning once classroom organization, lesson plans, time management, and socialization factors have been accounted for and …show more content…
This data drawn can aide is making conclusions about how well teaching processes went (Alber, page 2). On top of that, these assessment scores can help with teacher-student goal setting. During one-on-one conferences, or with parents and administration, teachers and students can work together to develop obtainable, realistic, and measurable goals that would positively impact the student’s achievement rate on the exams. Lastly, the data drawn from largest scale assessments may prove or disprove whether or not students are nervous test takers, the amount of motivation they have to do well, or how exam room set-up is affecting the assesse (Alber, page 3). Most of all, these assessments should be kept in mind that it will not perfectly determine a student’s aptitude, ability, or skill level, they are simply one of a hundred ways to measure (Alber, page 2).
Sadly, assessment data can bring some very negative downfalls. In Learning Denied, educators, administrators, and school officials depended on assessments to measure Patrick’s capabilities and skills (Taylor). While this can be effective, teachers must also dig a little deeper and look at broader subjects beyond the assessment scale. As mentioned before, observation can be a key. If Patrick’s teachers and therapist used observation of his writings and drawings in their educational decisions, Patrick and his family would have been