Mix It Up

Mix it up

Variety is key to a well-rounded data-analysis plan

Variety may be the spice of life, but in terms of data sources, variety is more than a spice — it’s one of the basic food groups. Alternative data sources, such as student interviews and walkthroughs, are essential for a well-balanced diet. Data from test scores alone, whether from norm-referenced or criterion-referenced tests, state, district, or school tests, may provide protein, for example, but other data sources help keep educators, schools, districts, and states healthy. Many data-analysis experts advocate for gathering evidence that complements student achievement data. Victoria Bernhardt (2008) recommends that achievement data be coordinated with demographic, perception (survey), and school process data (what the school does to help students learn — after-school tutoring and small classes, for example). In terms of student achievement

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References

Bernhardt, V.L. (2008). Portfolios for educators. In L.B. Easton (Ed.), Powerful designs for professional learning (2nd ed.). Oxford, OH: NSDC.

Dietz, M. (2008). Portfolios for educators. In L.B. Easton (Ed.), Powerful designs for professional learning (2nd ed.). Oxford, OH: NSDC.

Downey, C. (2008). Classroom walk-throughs. In L.B. Easton (Ed.), Powerful designs for professional learning (2nd ed.). Oxford, OH: NSDC.

Ginsberg, M. (2004). Classroom walk-throughs. In L.B. Easton (Ed.), Powerful designs for professional learning. Oxford, OH: NSDC.

Laboratory Network Program. (2000). Listening to student voices: Self-study toolkit. Portland, OR: Northwest Regional Educational Laboratory.

Love, N., Stiles, K.E., Mundry, S., & DiRanna, K. (2008). The data coach’s guide to improving learning for all students: Unleashing the power ofcollaborative inquiry. Thousand Oaks, CA: Corwin Press.

Robertson, H. & Hord, S. (2008). Accessing student voices. In L.B. Easton (Ed.), Powerful designs for professional learning (2nd ed.). Oxford, OH: NSDC.