Teaching and Learning in Berkshire County, MA.
Using Data...I mean, actually USING the data we are getting.
In my 7 plus years in teaching I have seen a number of student measurements come, go and stay. MCAS, Metropolitans, Gates, MAP, NEAP and a few others I don't recall any more. I am sure more are to come, but why? Now, I am not against testing, I think it can have great value but what are we doing with all of the results. Typically, it seems that most students do not understand the purpose of the tests, why they are taking them and what they are to be used for. Actually, I don't know what they are used for.
As a Social Studies teacher it is easy to say that the math and English scores do not impact me, but they do. When you see a weak reader, you also see a student who cannot read their history textbook. When you see a weak math student, they may lack problem solving skills, or ability to read the charts, graphs and tables presented in economics, government or history.
I think we need to do a better job of using the data to educate ourselves about individual students and what we should be doing in our classrooms. We should be using the data to drive what and how we teach.
Recently I spent time at a workshop looking at the language MAP test results for last years freshman class and I found that one of my weakest students is one of the weakest English students, reading at about a 3rd grade level. No wonder the kid does not read, he doesn't get it. Roughly 2 weeks ago I decided to give him alternative readings, much more along the lines of a summary and I am glad I did. Now I know what was going on due to testing. Perhaps if I had looked at the data earlier, his first 4 weeks of school could have gone more smoothly.
I think we all need to look at the data we are getting, more closely and consistently. We need to do more than collect data. We need to use it.
As a Social Studies teacher it is easy to say that the math and English scores do not impact me, but they do. When you see a weak reader, you also see a student who cannot read their history textbook. When you see a weak math student, they may lack problem solving skills, or ability to read the charts, graphs and tables presented in economics, government or history.
I think we need to do a better job of using the data to educate ourselves about individual students and what we should be doing in our classrooms. We should be using the data to drive what and how we teach.
Recently I spent time at a workshop looking at the language MAP test results for last years freshman class and I found that one of my weakest students is one of the weakest English students, reading at about a 3rd grade level. No wonder the kid does not read, he doesn't get it. Roughly 2 weeks ago I decided to give him alternative readings, much more along the lines of a summary and I am glad I did. Now I know what was going on due to testing. Perhaps if I had looked at the data earlier, his first 4 weeks of school could have gone more smoothly.
I think we all need to look at the data we are getting, more closely and consistently. We need to do more than collect data. We need to use it.
Replies to This Discussion
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Permalink Reply by Amy R. Gelinas on -
Getting data has never been a problem- Using it... now there's the rub! How about using our inservice or staff meeting time to start analyzing data!
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