The Dangers Of Using Data Too Much (Pdf)


Published on

A presentation concerning how to balance Quantitative and
Qualitative elements within the scope of your writings

Published in: Education, Technology
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

The Dangers Of Using Data Too Much (Pdf)

  1. 1. Presented by: Nichole HertelEDRS 8381 Research Methods in Education II
  2. 2. Relying on Data TOO Much inYour Research
  3. 3.  Laughter is always the best medicine! Define the term “the new stupid” Answer the question – “What exactly does it mean to use data or research to inform decision-making policies?
  4. 4. 
  5. 5.  How much data needs to be included in a research paper or article?
  6. 6.  What are the dangers of the data itself?
  7. 7.  But in an age when information is literately at our fingertips, don’t we have an obligation to provide as much information as possible on a specific topic?
  8. 8.  Objective – To put together the puzzle found in the envelopes
  9. 9.  “Data-based decision making” “Research-based practice”
  10. 10.  They can stand-in for the careful cognitive thought process necessary to improve the system They can serve as dressed-up rationales for the same ole fads, i.e. different words for the same idea They can be used to justify incoherent proposals to decision-making bodies
  11. 11. What exactly does itmean to use data or research to inform decisions?
  12. 12.  The Old Stupid = resistance to performance measures Today over-reliance on performance measures has lead to a dependence on a few simple metrics  Graduation rate  Expenditures  Reading and Math test scores of 3rd through 8th grade students
  13. 13.  Element #1 - Using Data in Half-baked Ways Element #2 – Translating Research Too Simplistically Element #3 – Giving Short Shrift to Management Data
  14. 14.  Future Superintendent - “Day one, we’re going to start identifying those higher value-assessed teachers and moving them to the schools that aren’t making AYP.”  Can we be confident that teacher who are effective in t heir current classrooms would be equally effective elsewhere?  What effect would shifting teachers to different schools have on the likelihood that teachers would remain in the district?  Are the measures in question good proxies for teacher quality?  What steps might either encourage teachers to accept reassignment or improve recruiting for underserved schools?
  15. 15.  Truly embrace the data by asking and answering the hard questions Consider organizational realities Contemplating unintended consequences
  16. 16.  Even policies or practices informed by rigorous research can prove ineffective if the translation is clumsy or ill considered Most vexing problem in “research-based practice” is the failure to recognize the limits of what even rigorous scientific research can tell us Decisions about governance, management and compensation cannot be examined under controlled conditions
  17. 17.  Data-driven system is the result of leaders embracing student achievement data instead of paying attention to collecting/using more relevant data to improve the performance of schools and districts Current achievement data are of limited use for management purposes Student achievement measures are largely irrelevant to judging the performance of many school district employees
  18. 18.  Not simply indentify effective teachers or struggling students, but should also help render schools and school systems more supportive of effective teaching and learning Require that data assessments need to be returned quickly, rather than years after it was first administered
  19. 19.  Key #1 – Educators should be wary of allowing data/research to substitute for good judgment Key #2 – Schools must actively seek out the kind of data they need as well as the achievement data external stakeholders need Key #3 – Educators should have an understanding of the limitations of research as well as its uses, especially when crafting policy Key #4 – School systems should reward educational leaders and administrators for pursuing more efficient ways to deliver services rather than punish them
  20. 20.  Research and data are powerful tools In this era, educators stand to benefit enormously from advances in research and data systems Be careful of catching “data enthusiasm” – you might miss the bigger picture
  21. 21.  Hess, F. M. (2009). The new stupid. Educational Leadership , 66 (4), pp. 12-17.