Your post brings up important distinctions in how we view learning. There’s been a relentless push for standardized data ever since A Nation At Risk, as if standardized tests alone can tell what’s important about students.

It’s also good to know that “data” can be many things such as evidence of problem solving, inquiry and collaboration — and a disposition towards life-long learning.

My school is also looking at the tension between skills-based assessment and “skills-driven” assessment. And of course we have to ask what’s more of a priority: 1) Effective paragraph transitions, or 2) A love of reading and writing.

Also, on multiple choice tests you never really know what went through their brains.

That’s not to say the data itself is not valuable, in fact it’s the exact opposite, good unbiased data is immensely valuable. It’s easy to forget, however, that past data is not necessarily predictive of future events.

Using data in combination with observation, intuition and anecdotes, will likely lead to better and more informed decisions.

(Don’t forget though – observation and intuition are data too! Just because it isn’t in a chart or table doesn’t mean it isn’t data.)

Your blog provides a wonderful example of the point about proper use of data. The lower scores by themselves tell you little, but combined with your observations and understanding of what went on in the classroom, you have multiple indicators that seem consistent and you have a plan for improving. You do us all a service and do credit to the profession by opening your practice to readers in this way.