“All our dreams can come true, if we have the courage to pursue them.”
―Walt Disney Company
MEASURING FOR OUTCOMES~ REVISITED:
A Proposal for Change in Educational Data Analysis by Kate McCallum
For a long time now, teachers have been directed to focus on student achievement. The movement towards The Common Core for many states has not swayed from this idea of measurement either. In fact, most teachers are seeing that their own evaluation processes contain at least one element of measuring student growth .
Yet, very few educators have had any real tools to do this. Most have never had any real training on “measurement” . There are of course test scores to look at, but most agree that these are only a few snapshots in time for a student’s learning. And a student’s test scores doesn’t really equate to bad teaching. Or does it? There are many variables unaccounted for, especially when talking about standardized testing.
But how do educators truly measure a student’s growth? What type of growth are we looking at? How do we do this in accordance with all the other variables (I have four different courses I teach in one day for example, and about 150 kids)? What data is good data? What should I be measuring? These are all questions I was seeking answers to in creating this proposal.
The importance of this issue is urgent because , basically, to get a “highly effective” score as a teacher, you need to be able to show that you are measuring some sort of growth.
My real and pressing dream, is to develop a tool for teachers to use that can aide in measuring student growth. Also, that this tool be acceptable for administrators to analyze teaching methods and educator achievement. The following is a multi-part proposal towards this accomplishment.
Yet, very few educators have had any real tools to do this. Most have never had any real training on “measurement” . There are of course test scores to look at, but most agree that these are only a few snapshots in time for a student’s learning. And a student’s test scores doesn’t really equate to bad teaching. Or does it? There are many variables unaccounted for, especially when talking about standardized testing.
But how do educators truly measure a student’s growth? What type of growth are we looking at? How do we do this in accordance with all the other variables (I have four different courses I teach in one day for example, and about 150 kids)? What data is good data? What should I be measuring? These are all questions I was seeking answers to in creating this proposal.
The importance of this issue is urgent because , basically, to get a “highly effective” score as a teacher, you need to be able to show that you are measuring some sort of growth.
My real and pressing dream, is to develop a tool for teachers to use that can aide in measuring student growth. Also, that this tool be acceptable for administrators to analyze teaching methods and educator achievement. The following is a multi-part proposal towards this accomplishment.