I 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 rel

I 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.