Number as indicator not diagnosis
Sat Oct 4, 2014 07:56 (XFF:

I like to look at any data, including testing data, as just one indicator - not a diagnosis. Testing data can show us large sweeping areas of concern, but a test can't tell me what Johnny needs after he's had a fight at home and doesn't want to write today. Testing and other data can tell me that my students probably don't read enough, they may need help learning to inference, and they might not understand questions. It can't tell me like a reading conference can tell me about fluency, connection with what they read, and the vocal vocabulary they garner by speaking with me in academic ways about a text. So I say that numbers have their place as long as they stay there.

  • just numbers - catheyt, Wed Oct 1 20:06
    I agree with you Melissa. I was thinking the same thing! I think of data as the composite score and the TRC level or fluency rate, etc. But the ways our students respond to us, the depth of their... more
    • Number as indicator not diagnosis - Stacy, Sat Oct 4 07:56
      • Numbers staying there - Rachel Yakey, Sat Oct 4 08:25
        Stacy, I love the way you phrased that, "numbers have their place as long as they stay there." We have all had those principals that want those numbers to influence everything and that is a good... more
        • staying there - Stacy, Sat Oct 4 10:05
          I think it is important not to go to extremes on either side. I don't think that any one source of data should dictate the best decisions for students. I believe that is why we are supposed to use... more
          • Numbers - Rachel Yakey, Sat Oct 4 11:55
            I agree. When you use them to see how you are teaching students in certain areas, say vocabulary, etc. it can be very helpful. But it is hard to compare year to year because the test is different and ... more
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