In chapter three, Bernhardt (2007) presents the reader with the thought that, existing behind the numbers of data reports exists more information that needs to be represented and questioned (Bernhardt, 2007). Bernhardt (2007) recognizes that there is more to a student than just the state test score, that many layers of the school community must be in cohesive understanding of how to properly collect, analyze and reflected upon to create a clear, complete and fair picture of a student’s, schools’ and district’s abilities (Bernhardt, 2007).
Demographics, such as sex and ethnicity background, can be coded on a nominal scale that does not represent order. Other scales such as an ordinal scale, which does represent order, or Likert scale can also be used to result in easier data collection and representation (unknown, unknown).
Bernhardt (2007) makes the fair point that the processes in the classroom that a teacher uses are difficult to quantify (Bernhardt,2007,p27). Though it seems like a tedious means to an end, perhaps the multiple lessons and processes involved are beneficial in the long run of the student learning. A teacher might set up a standard scale to use such as a Likert scale when trying to assess student understanding (unknown, unknown). While assessing the information an educator would look for outliers as well as whether or not there is a positively or negatively skewed distribution (unknown, unknown). Often with book based assessments the result of the data will give place a student on a grade equivalent scale to better assist the teacher grasp the idea of a students’ abilities in a specific curriculum area (unknown, unknown).
Another source of important data that can influence better teaching is understanding how the school is perceived by parents and students (Bernhardt, 2007). As we have posted and discussed in class, this data can be collected by electronic and paper surveys distributed to the parent and student populations. The collected information, anonymous or not, can then be examined as to whether or not is applicable to realistic improvements. Again, most of these surveys are formatted for ease of participant and use Likert or Nominal scales.
Bernhardt (2007) separates data elements into three categories: Input/givens, Process/the system and Outcome/results (Bernhardt,2007,p30). The first category is most likened to the uncontrollable variable or the information that cannot be changed (Bernhardt,2007,p31). This includes student backgrounds, learning preferences and the values of organization members (Bernhardt,2007,p31). I see the process as the “nuts and bolts” of a school; the characteristics such as leadership and the strength of the curriculum as well as finances (Bernhardt,2007,p31). Lastly, the results are transparently the end outcome of the former two categories described (Bernhardt, 2007,p32). In figures 3.4,3.5 and 3.6, Bernhardt (2007) gives the reader a clear table that gives the questions and guidance that schools, districts and state/federal need for proper analysis (Bernhardt, 2007). As Bernhardt (2007) did in chapters one and two, she continues to shepherd the reader’s understanding of the topic with clear detail and explanations (Bernhardt, 2007).
In chapter four Bernhardt (2007) examines data quality (Bernhardt, 2007,pp. 43-55). Bernhardt gives attention to the fact that keeping data correct and organized is a daunting task that takes devotion from staff (Bernhard, 2007). It is easy for “dirty data” to collect because of careless mistakes from input as well as clean-up(Bernhardt,2007,p45). To minimize risk and best utilize time of the staff, a data manager is the best solution for a district (Bernhardt,2007,p46). A data manager takes responsibility of not just data entry but relaying the importance of correct procedures and protocols for data to each sector of the school and reinforces this by compiling a data dictionary to be used by people who access and input the data. Just as importantly a data manager would be able to analyze the usefulness of the data management systems and recognize when it no longer best fits the needs of the users (Bernhardt,2007,p55)
These two ideas tie together out of the mutual respect of one another. If the time is taken to collect data on a regular basis, as Bernhardt (2007) requests, then that dedication should be given time with correct input into the system (Bernhardt, 2007). Bernhardt is truthful in her recognition of the dedication it takes on many levels for the consistency, correctness and regiment that she emphasizes to become a reality in any education setting. I found Bernhardt’s tables of details and answers helpful to a reader who is looking to Bernhardt for a starting and reference point.
Resource:
Bernhardt, V. L. (2007). Translating data into information to improve teaching and learning (pp. 23-55). Larchmont, NY: Eye On Education.
Unknown (Unknown). Data driven decision making and sources of educational data. Retrieved June 5 https://blackboard.arcadia.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_72856_1%26url%3D
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