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You're right, I did take the route of attacking single-metric incentive systems despite the fact that they're not 100% single-metric. I wanted to get a point ac
by kamens 15y ago
You're right, I did take the route of attacking single-metric incentive systems despite the fact that they're not 100% single-metric. I wanted to get a point across that I think still needs getting across.
I'm not arguing against the use of data in helping teachers understand their effectiveness for one second, and I mention in the article that the data becomes more correlated and useful as more years are included.
"If folks make conclusions that exceed what is supported by the data that is a fault of the analyst or perhaps a function of poor communication or visualization, not evidence that the data is junk."
...completely agree. If my article seemed to argue that "metrics are dangerous" instead of "metrics are dangerous if you choose to publish them publicly while simultaneously using them as a significant component in compensation calculations," then I missed my intended point.
- sbucher 15y agoI was speaking to Rubinstein's underlying article. Sorry for the ambiguity. I strongly agree with you regarding the importance of data being used to empower relevant stakeholders. This issue has been on my mind a lot lately. I would even take it a step further: the priority should be empowering the individuals closest to the data and then working outward. So first priority is making the data empowering for students, e.g. so they have the access and tools to be more reflective about their individual results, learning practices, strengths, and so forth. Depending on age, parents would be here as well. Then teachers. And last should be using the data to empower administrators or bureaucrats. What we have seen is precisely the opposite - the people at greatest distance from the activities generating the data, i.e. the actual learning activities, are most empowered by it. This is reflective of big data business models in general. And I think that is at the heart of where the use of data in education has gone most astray. And this issue is relevant not only to government, but edutech companies as well. Are they maximizing empowering themselves with the data they are collecting to the detriment of empowering students, etc.? Who owns the insights extracted from the data? Are students free to extract their own data and take it elsewhere? etc. It seems Khan Academy has taken this student-first approach as well and has put it into practice. I would be interested in hearing more about there philosophies, practices, or intents with respect to these other dimensions of educational data.
- kamens 15y agoMusic to my ears. Absolutely. We have "focus on the student" hanging all over our office (which is pretty tricky b/c we change offices all the time these days for reasons I won't get into :) ). It's easy to see how other agendas could creep into educational organizations (especially if you're worried about profit), but for us right now...and hopefully forever...the student is our clear priority.