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To do this, educators themselves need to assume the role of researcher. Because students and classrooms have unique characteristics, teachers working with them can best assess their needs at any given time. The root of making this approach a success, however, is effective communication not only between teachers, but also with state administrators.
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.
I believe that each author mentioned above makes valid points both for and against the data-driven approach. While I tend to agree with the fact that information provides the teacher with the power to make...
However, Ediger's view appears to suggest that the gathered data are to be taken at face value without acknowledging each student's unique learning ability and style.
The other articles do not appear to suggest this. Instead, data are to be used as a tool for improving not so much the student's results themselves, but rather improving these results by means of teaching adjustment. As Shorr suggests, the student and the community are the focus of help rather than of rigid assessment.
I do however believe that Ediger makes a valid point at the end of his article, that teachers need to continuously research new means of assessment in order to provide this help. As such, he is in agreement with Johnson, in the emphasis on the teacher as researcher. Johnson mentions that the teacher, being closest to the classroom situation, can best estimate and research the needs of each individual student. Data-driven decision making is a tool towards this end.
Sources
Ediger, Marlow (2003, March). "Data driven decision making." College Student Journal. Online database: FindArticles.com
Johnson, James H. (2000, Spring). "Data-Driven School Improvement." Journal of School Improvement. Vol. 1, Iss. 1 www.ncacasi.org/jsi/2000v1i1/data_driven
Shorr, Pamela Wheaton. (2007). "10 Things You Always Wanted to Know About Data-Driven Decision Making." Scholastic, Inc. www.content.scholastic.com/browse/article.jsp?id=423
Sources
Ediger, Marlow (2003, March). "Data driven decision making." College Student Journal. Online database: FindArticles.com
Johnson, James H. (2000, Spring). "Data-Driven School Improvement." Journal of School Improvement. Vol. 1, Iss. 1 www.ncacasi.org/jsi/2000v1i1/data_driven
Shorr, Pamela Wheaton. (2007). "10 Things You Always Wanted to Know About Data-Driven Decision Making." Scholastic, Inc. www.content.scholastic.com/browse/article.jsp?id=423
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