Data, Big Data
Everywhere
I recently read a fascinating article that explored the data
driven changes to the game of baseball. The convergence of the available
cameras and technology and an increase in the amount of data that is collected
on every play, every pitch, will forever change the sport. This upcoming season, in some ballparks, 7
Terabytes of data will be collected every game that will allow both
sabermetricians and fans at home to experience the game in a whole new
way. The data we’ve seen from the mound
(speed, curve, and location of the pitch) on our television screens will now be
extended to all areas of the field, leading to a very different experience for
viewers of our national pastime.
In the world of education there is also a focus on the
collection and analysis of data in order to improve student achievement. We are not at a loss to find places for data
for student learning: MCAS and other standardized tests, common assessments
(think mid-terms and finals), authentic assessments, and teacher observation of
abilities. Even writing assignments or projects scored with a rubric can be
translated into measurements of student growth over time.
According to Victoria L. Bernhardt, there are Multiple
Measures of Data that we look to in a school to begin our analysis. This includes not only student learning but
also school processes (processes and programs), demographics (attendance,
enrollment, ethnicity, gender, grade level), and perceptions (values and
beliefs, attitudes, observations).
Every textbook and test publisher now includes not only
built in assessments but also data collection tools and reporting
functions. The Department of Elementary
and Secondary Education has a new tool called EDWIN Analytics, available to all
schools, that allows us to create reports and cull a vast database to gather
data for analysis. There are videos and
tutorials available to help parents and educators better understand the student
growth percentile on the state assessments.
Courses are being offered for educators in how to use excel to robustly
collect and “go visual” with the data.
There is no shortage of available resources.
In fact, there is so much data out there that part of the
process, for educators, is not only to learn how to collect and analyze data
but also to learn how to navigate through this “superabundance” of digital
information.
What does this mean for North Reading? First, there is sustained professional
development for all educators. This
includes the work that has been done in the past few years with our
administrators and curriculum leaders about the importance of data for
improving student learning. Further
professional development opportunities will include the technical and
technological aspects of understanding how to work with data. There is also a need for training in specific
apps, programs, and software, including Edwin Analytics, to ensure that we are
able to make the use of the tools that are available.
Our objective as a district is to continue to use data to
help us make predictions, to intervene as early as possible and be proactive, and
to enhance our processes for allocating resources in order to improve the
overall quality of the education in North Reading for all students. By using and sharing data appropriately with
all members of the school community we have the opportunity to truly transform
the educational experience.
