First, check the YouTube video on data management and differential instruction in personalizing the educational process that was taken too far.
Let's check the below;
Blazer, C. (2006), Data Driven Decision Making.Information Capsule. Retrieved from http://files.eric.ed.gov/fulltext/ED541069.pdf
This article is reporting about Data Driven Decision Making (DDDM), past research findings, several examples of DDDM integrations into schools, and challenges of DDDM for improving. According to the report, ninety-three percent of school district superintendents are using DDDM for school improvement. School superintendents relatively believe the positive impact of DDDM on school improvement and student achievement. According to a research finding, data driven have improvement on mathematics instruction, not science. Also, several research findings clarified changed in faculty practice and attitudes by using data-driven decision making. For example, many teachers can gain more knowledge, such as student learning needs, and determine which instructional strategies would be most effective for students by DDDM. Teachers can get feedbacks of their instruction and their own practice, and provide better learning practice to meet learners’ needs. On the other hand, there are several identified barriers to use of DDDM. One of the issues is that teachers are lack of training; teachers have difficulties to share or exchange data, collect appropriate data at a correct timing, link information to appropriate intervention, and report the data. Therefore, challenging of DDDM, by school staff members, administrations, and district leaders, are required to overcome these barriers.
Challenges of DDDM
First, district leaders need to determine what types of data are needed for each school demands, and make a specific plan of the procedures that teachers and decision makers will follow. Moreover, when collecting a different type of data, it is a challenge to deal with a mount of information for making it available in timely and making understandable reports, so that decision makers can affect the students’ performances at appropriate time. Therefore, districts should “begin growing their measurement culture” by selecting a fairly small, balanced set of data”. The types of collected data can be gradually expanded after decision makers get familiar with dealing with DDDM processes. Furthermore, many school staff members are lack of the capacity to successfully make use of the data in terms of technical skills and analyzing the large amount of data and information. Teachers are likely to hesitate making decisions for affecting students, based on data that the teachers don’t agree with the reliable and accurate. Administrators need to clearly understand the benefits of having data and how the information helps school staff members make decisions. Also, professional development will support the teachers and administrators to make use of DDDM for school improvement.
Author’s Position
The author agrees with the effectiveness of DDDM on school improvement and students’ achievement. He especially believes that professional development needs to be set for teachers to have confidence to effectively deal with data and information for the improvement. Schools, district leaders, and decision makers need to collaboratively make organized school improvement plans for conducting DDDM, challenging to overcome barriers.
This article is reporting about Data Driven Decision Making (DDDM), past research findings, several examples of DDDM integrations into schools, and challenges of DDDM for improving. According to the report, ninety-three percent of school district superintendents are using DDDM for school improvement. School superintendents relatively believe the positive impact of DDDM on school improvement and student achievement. According to a research finding, data driven have improvement on mathematics instruction, not science. Also, several research findings clarified changed in faculty practice and attitudes by using data-driven decision making. For example, many teachers can gain more knowledge, such as student learning needs, and determine which instructional strategies would be most effective for students by DDDM. Teachers can get feedbacks of their instruction and their own practice, and provide better learning practice to meet learners’ needs. On the other hand, there are several identified barriers to use of DDDM. One of the issues is that teachers are lack of training; teachers have difficulties to share or exchange data, collect appropriate data at a correct timing, link information to appropriate intervention, and report the data. Therefore, challenging of DDDM, by school staff members, administrations, and district leaders, are required to overcome these barriers.
Challenges of DDDM
First, district leaders need to determine what types of data are needed for each school demands, and make a specific plan of the procedures that teachers and decision makers will follow. Moreover, when collecting a different type of data, it is a challenge to deal with a mount of information for making it available in timely and making understandable reports, so that decision makers can affect the students’ performances at appropriate time. Therefore, districts should “begin growing their measurement culture” by selecting a fairly small, balanced set of data”. The types of collected data can be gradually expanded after decision makers get familiar with dealing with DDDM processes. Furthermore, many school staff members are lack of the capacity to successfully make use of the data in terms of technical skills and analyzing the large amount of data and information. Teachers are likely to hesitate making decisions for affecting students, based on data that the teachers don’t agree with the reliable and accurate. Administrators need to clearly understand the benefits of having data and how the information helps school staff members make decisions. Also, professional development will support the teachers and administrators to make use of DDDM for school improvement.
Author’s Position
The author agrees with the effectiveness of DDDM on school improvement and students’ achievement. He especially believes that professional development needs to be set for teachers to have confidence to effectively deal with data and information for the improvement. Schools, district leaders, and decision makers need to collaboratively make organized school improvement plans for conducting DDDM, challenging to overcome barriers.
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