Purposes & Principles of Effective Data Use
“Analysis paralysis.” The phrase sounds like something out of a Dr. Seuss storybook, and saying it ten times fast makes it sound almost like a tongue twister. Unfortunately, analysis paralysis is a real problem, and one educational researchers and teachers run into quite often. This problem occurs when a slew of educational data is gathered but not used for any constructive purpose. As teachers, it is incredibly important to gather data of several different measures. However, an effective teacher does not simply gather this data and fall victim to a bad case of analysis paralysis, but uses the information he/she finds to positively affect his/her classroom and school. All data is not created equal because not all data is actually useful. As circular as this may sound, the purpose of data is simply to use the data to accomplish a purpose (Bernhardt, 1998). In other words, teachers, school officials, and other educational researchers use data to evaluate specific practices, ideas, and hypotheses, and to improve upon these.
Effective data also does not come in just one form. The words used to indicate the two main types of data are “qualitative” data (data described in words) and “quantitative” data (data comprised of numbers). Teachers and researchers use four main measures of data to gather these two types of data:
1. Student Learning data: Data gathered from standardized tests, lesson assessments, grade point averages, etc., which gives information about student learning and achievement.
2. School Processes data: Data gathered about instructional practices and school programs.
3. Demographic data: Data about the school community which is usually the measure teachers are least able to influence. Examples include gender, race, grade level, attendance, etc.
4. Perception data: Data derived from the perceptions of teachers, parents, students, and other stakeholders. Examples include observations, questionnaires, and interviews (Bernhardt, 2005).
These different measures can be used separately, but often produce more informative data when used in conjunction with each other (Bernhardt, 2005).
Effective data also does not come in just one form. The words used to indicate the two main types of data are “qualitative” data (data described in words) and “quantitative” data (data comprised of numbers). Teachers and researchers use four main measures of data to gather these two types of data:
1. Student Learning data: Data gathered from standardized tests, lesson assessments, grade point averages, etc., which gives information about student learning and achievement.
2. School Processes data: Data gathered about instructional practices and school programs.
3. Demographic data: Data about the school community which is usually the measure teachers are least able to influence. Examples include gender, race, grade level, attendance, etc.
4. Perception data: Data derived from the perceptions of teachers, parents, students, and other stakeholders. Examples include observations, questionnaires, and interviews (Bernhardt, 2005).
These different measures can be used separately, but often produce more informative data when used in conjunction with each other (Bernhardt, 2005).
(Bernhardt, 2005)