An analysis of the debate over the effectiveness of data-driven decision making for school improvement.
Written in 2007; 874 words; 3 sources; MLA; $ 31.95
Paper Summary:
This paper analyzes and compares the literature regarding data-driven decision making for school improvement. The paper considers both sides of the argument - that information and knowledge lie at the root of effective action and, on the other hand, that there is not sufficient integration of school data with state-mandated goals to make decision-making truly effective. The paper discusses the two perspectives of the debate.
From the Paper:
"Marlow Ediger (2003) uses this element to point out the reasons for the relative ineffectiveness of data-driven decision making. The difference between this author's and the others' opinion lies in the definition and implementation of data-driven systems. According to Ediger, data is in itself a very specific science. The application of this approach to the teaching profession is to assume that teaching is itself an accurate science. There can be little dispute that it is not. Each teacher, being human, is unique in his or her approach to students. Each student is furthermore unique. According to Ediger, this is precisely why data-driven decision making cannot apply to the teaching profession in terms of assessing student needs and/or improvement. Instead, Ediger suggests a less rigid approach to assessment, such as the portfolio philosophy. By using portfolios rather than rigid data, teachers can recognize the flexible nature of teaching and learning, and make improvements accordingly."
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