Learning Facts: The Brave New World of Data-Informed Instruction

Autor/in	Petersen, Julie Landry
Titel	Learning Facts: The Brave New World of Data-Informed Instruction
Quelle	In: Education Next, 7 (2007) 1, S.36-42 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Test Results; Standardized Tests; Charter Schools; Educational Practices; School Statistics; Scores; Public Schools; Federal Legislation; Public Education; Educational Improvement; Academic Achievement; Statistical Analysis; New York; Connecticut Mastery Testing Program; Stanford Achievement Tests; Texas Assessment of Academic Skills + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Charter school; Charter-Schule; Bildungspraxis; Public school; Öffentliche Schule; Bundesrecht; Öffentliche Erziehung; Teaching improvement; Unterrichtsentwicklung; Schulleistung; Statistische Analyse
Abstract	In just the last ten years, goaded by broad and still unsettled cultural shifts, education practices have changed dramatically. Schools are no longer just recording and analyzing inputs--dollars spent, number of days of instruction, numbers of students per teacher--but pushing their data-gathering and analysis efforts into the brave new world of outcomes. Today's educators are deciphering, and using, the results of student assessments better than ever. And it is not a reform at the margins. The "New York Times", confirming the scope of the trend, recently reported that nearly all states are building high-tech student data systems to collect, categorize and crunch the endless gigabytes of attendance logs, test scores and other information collected in public schools. In this article, the author takes a closer look at three schools that have integrated data into their instructional decision making. She examines a traditional public school, a district-turned-charter school run by an education management organization, and a relatively new charter school. The experiences of these schools illustrate the benefits of mining both internal assessments and standardized test results for data to guide curriculum decisions and inform classroom instruction. (Contains 1 figure.) (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://www.hoover.org/publications/ednext
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10