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Classroom, grade-level, and school-wide data can only be understood in the context of the environment in which it was derived.
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Each classroom, each class of students, each school is unique and different. In order to understand student performance one must understand the context of the work. It is easy to recognize that an "A" in one classroom does not equal an "A" in another classroom just down the hall yet we unquestionably accept that this is a clear and understandable system for reporting student progress. A teacher who increases a class' performance by 8 months over the course of a year might be doing a better job than the teacher who moved her students 1.6 years in one year. It all depends upon the context. Rather than identifying appropriate measures and indicators of student growth and development we have simplified this reporting into a single, undefined letter or number. |
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| Tools for Improving Instructional Data & Feedback |
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