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M4A2: Data Issues Essay

I feel its extremely important to align instruction and assessment with your students
goals. When a teacher uses data correctly it not only improves their own effectiveness but more
importantly, it increases their students achievement levels (Data Quality Campaign, 2015). In
particular, for a teacher to improve their instruction, teachers need timely longitudinal dataincluding information about growth, attendance, behavior, grades, and assessments (Data
Quality Campaign, 2015). Additionally, when teachers use data to evaluate progress against
content standards they can get accurate information and the proper direction they need to adapt
their instruction properly to help their students succeed!

There are several pros and few cons of educators using data talks and notebooks in an effort to
promote student engagement and fostering their success. One benefit is that it helps students
understand and monitor their learning progress. The SCEPBIS video highlighted the 3rd grader
David showing a colored chart showing a variety of assignment grades. He clearly understands
his progress is tied to the chart & his progress as a student. Three other great uses of data talks
and notebooks is to allow students to document their reading or assignment progress, to know
how they are doing currently, and also motivate students to set both short and long term goals
based on that information. The 2nd graders, Clowie and Lexi showed a great example of all 3 of
these pros (SCEPBIS video, 2013).

Yet another benefit is that data talks and notebooks show how students can improve their
performance in the classroom. A great example of this was the 4th grader Lily when she was
analyzing her math data notebook (SCEPBIS, 2013). Finally, the last benefit is that it allows

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students to reflect about specific past & present assignments, grades, and goals to show them
their overall progress as a student. This also should help build a students academic selfconfidence and foster overall student success! After searching, there does not seem to be a lot of
cons concerning the use of data talks & books. The only thing I can think of currently is the time
it may take away from direct subject instruction.

I feel using Classroom Response Systems (CRS) such as "clickers" or apps such as Poll
Everywhere, would do more good than harm concerning encouraging or discouraging active
participation from students in the classroom. One way it would encourage participation is
because the students get to use technology and that usually interests both young & older students.
Another way to encourage participation is when the teacher configures it to allow for anonymous
responses. This allows students not to feel any peer pressure therefore they can be totally honest
and unreserved with their responses. This also helps create a safe space for shy and unsure
students to participate in class (Bruff, 2010).

Another way participation could rise is the instantaneous gratification feeling. Since the results
are instantaneous, both the students and the teacher can view and react to the overall thoughts
and progress of the entire class. Additionally, this also helps the teacher adapt to the immediate
learning needs of his or her students as well. The final way this encourages participation is that
it helps to maintain the students attention during a teachers lecture or presentation since studies
show that most peoples attention lapses after 10 to 18 minutes of passive listening (Bruff,
2010). By having students strategically use clickers every 5-10 minutes it will help keep them
engaged in your presentation or lecture.

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However using CRS could discourage participation because some students that are not
comfortable using technology may not want to participate because they must use the clicker or
response apps. Another way it could discourage participation is to deter below-average
performing students. For example, if the overall class responses are incorrect then those students
who dont feel they know the information (therefore are hurting the entire class) may choose not
to respond in an effort to help the entire class grade/performance.

There are both benefits and challenges for teachers of accessing and managing student data,
including privacy issues. Some of the benefits include storing student data online on a server like
the cloud can save lot of space on school computers/networks and allow for much easier access
for the teachers, administration, and other support staff. Another benefit is that there is a great
number of new applications and software being created for schools that help collect and analyze
student data. (Mind/Shift, 2014). These programs can help teachers adapt their curriculum to
each students specific levels.

However there seems to be more challenges involving the proper uses and management of
student data. The first challenge is if student data is stored online on a 3rd party server such as the
cloud, then data marketers have access to it. Since they do, they could recommend products
based the students web searches (Mind/Shift, 2014). The next concern is the potential and
almost certainty of data breaches. If student data is stored in a 3rd party server, then it can be
stolen, much like several of big name companies and banking institutions already have. If this
has already occurred on a semi-regular basis then theres no reason to believe childrens
information will be more secure Mid/Shift, 2016).

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Yet another concern is the actual data trail all the collected data leaves about the student. This
could leave quit an impression on who that person is how well they can perform presently, and
possibly in the future. The last issue is the growing concern over privacy issues of the 3rd party
maintaining the student information and more importantly who they can and do release it to with
parental or school consent. Currently state and federal laws along with the Family Educational
Rights and Privacy Act (FERPA) are responsible for protecting all student data. While FERPAs
stance is that Student data can only be used for educational purposes and using data to sell or
market products is prohibited their actions or lack thereof, show their concern is otherwise. For
many of the past years FERPA allows schools to release records to education officials such as
vendors and for-profit cloud service providers (Mind/Shift, 2016). Additionally, FERPA allows
each school to decide if they restrict the sale or marketing of the students information by
vendors. A recent study highlighted that about 93% of the schools do not restrict the critical and
sensitive information!

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References:

Bruff, D. (2010). Classroom Response Systems (Clickers)

Data Quality Campaign (2015). ESEA reauthorization: Why data matter.
Lucio, J. (2010). MAP Goal Setting (5:27)
Mind/Shift (2014). What's really at stake? Untangling the big issues around student data.
Power, M. (2012). NWEA Map Goal Setting introduction (3:23)
SCEPBIS (2013). Sue Cleveland Students Discussing Data Notebooks (4:05)