A Flashlight, Not a Hammer, When it Comes to #EdData

For years now, the education community has debated the proper role of “education data” in the process. What started off as important information to help teachers tailor and improve their instruction quickly became a blunt instrument to punish students, teachers, classrooms, and schools. As with most things, the abuses of a valuable tool became the focus.

With a greater emphasis on testing and the use of testing information, ed data has gained even greater scrutiny. In Eduflack’s own school district, there is a growing call for eliminating all technology from the schools out of fear of education data and its impact on student privacy (among other things).

And that’s just a crying’ shame. And it doesn’t have to be that way.

Last year, the Data Quality Campaign hosted a national summit focused on the importance of education data. In it, DQC CEO Aimee Guidera spoke of the importance of using education data as a flashlight — to illuminate the way to improvement and success — rather than as a hammer to strike those who are struggling.

This week, DQC released From Hammer to Flashlight: A Decade of Data in Education. Noting that “although much work remains before education becomes a truly evidence-based field,” great work has already been undertaken to use data to better inform both inputs and outcomes in the classroom.

Education data isn’t going away. If anything, we need to become more savvy in its application to learning. That’s why From Hammer to Flashlight is such an important read.

 

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