I believe this to be true:
A familiar happening: Teachers come together, pull out last week’s assessment, and talk about the student data to determine gaps in knowledge to plan adjustments to instruction.
But are these data discussions actually leading to tangible outcomes for students?
According to Heather Hill, a researcher and professor at Harvard Graduate School of Education, the answer is no. In a review of 10 studies -- each of which examined the impact of whole-team data discussion -- Hill found that two had positive impacts, one had a negative impact, and the rest had zero impact.
“Across 10 different programs which tried to see this theory in action, there were zero [showing] impacts of getting teachers to really be productive, understand what kids don’t know, and change their instruction,” said Hill, in an interview with Edthena. “That convinced me we’re doing something wrong in schools.”
So should educators fully eliminate the practice of reviewing student data? Definitely not.
Just throw out the group discussion of such data.
Read the whole thing.
4 comments:
Here's a novel concept:
1) The teacher gives a test (not multiple choice) on Friday and demand that students show all work.
2) The teacher takes the tests home and grades them by hand.
3) The teacher looks for common errors and areas of weakness.
4) On Monday, the teacher institutes a plan of action to remediate these common mistakes.
BAM! Now what are we teachers supposed to do with all the extra collaboration time?
You had me until "takes the tests home and grades". I don't do that. My time at home is *my* time! Grading stuff is what my prep period is for.
Darren, 25 years as a teacher and obviously you still need to learn the "at-home" grading system that I share with my students.
1) Sit with all tests in your lap and fully recline in your favorite chair.
2) Toss all of the tests into the air.
3) The tests that land in your lap and allow you to remain fully reclined receive a score of "A".
4) Tests that make you un-recline but still able to keep your feet up receive a score of "B".
5) If you have to put your feet down to retrieve a test it is a "C".
6) If you have to lean over the side of the chair to grab a test it is a "D".
7) "F" tests are those that require you to completely get out of your chair and walk across the room.
If your idea for improving anything begins with "Let's form a committee!" you've already lost it.
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