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View Diary: Education: Why data-driven instruction does not work (98 comments)

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  •  Data driven instruction is a good idea. Pre and (11+ / 0-)

    post tests are a good idea. The problem is that we are using the wrong data, analyzed by the wrong people, for the benefit of the public and not students.

    •  Good assessment is crucial (11+ / 0-)

      But data-driven instruction just provides random noise, not real data, because with 110 teks, there is no way to ask more than one or two questions per tek and no questions for many teks. Basing the next six weeks of instruction on a single multiple choice question is ludicrous, but that is how it turns out in the real world.

      I'm reading "Teaching  the Best Practice Way" by Daniels and Bizar right now, and I just read a passage that goes
      "Standardized tests are of little use in guiding student learning. They distort our expectations of individual kids and they lower the standards of teachers as they drad teachers down to ... the level of test-coaching."

      •  It wastes time, too... (1+ / 0-)
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        for students and teachers, both inside and outside the classroom. You've covered the classroom side thoroughly in your diary, but the whole "data-driven" process also consumes large amounts of prep time for teachers. We just finished our latest "benchmark data analysis" (from our local district benchmark tests, used mainly to get ready for the state-wide tests that really count.) We had to sift through test data and design "remediation plans" to incorporate the results into our lessons.

        While this sounds reasonable on the surface, what it really means is that I spent about five hours pouring over Excel tables to do analysis of aggregate answer data and alignment to Common Core standards, all to get to a set of results that were either useless for one of several reasons (too small a sample size, poor alignment of question and standard, etc.) or told me things I already knew from my own assessments and student work.

        That's not even counting the implementation of our "remediation plans" that are expected to include material aligned directly to the state tests: i.e., we're expected to use daily assignments to give the students test questions as prep. We're also doing both a pre- and post-remediation round of internal testing before we get to the state testing in late May. That means we'll be losing about eight class days (out of twenty) to test prep of one kind or another. So we end up wasting not only five hours of my prep time from the top, plus the additional prep time every week that now must be devoted to prepping test questions instead of lessons. Add on the loss of class time and student frustration with piles of test questions and you have the recipe for sucking the life out of any classroom.

        But, of course, that's part of the point, isn't it?

        Strategy without tactics is the slowest route to victory, tactics without strategy is the noise before defeat. Sun Tzu The Art of War

        by Stwriley on Sun Apr 28, 2013 at 08:45:56 AM PDT

        [ Parent ]

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