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Rescooped by Lynnette Van Dyke from Technology to Teach
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The Assessment Range: Using Data In The Classroom

The Assessment Range: Using Data In The Classroom | college and career ready | Scoop.it
The Assessment Range: Using Data In The Classroom Meaningfully

Via Amy Burns
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Amy Burns's curator insight, April 13, 6:35 AM

Great suggestions with links on using data effectively to benefit students.

lisa's curator insight, April 13, 9:04 AM

great article on the 'real' purpose of assessment

Rescooped by Lynnette Van Dyke from Writing, Research, Applied Thinking and Applied Theory: Solutions with Interesting Implications, Problem Solving, Teaching and Research driven solutions
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Are U.S. Students Ready to Compete? : Education Next

It has been argued that the overall past success of the U.S. economy suggests that high-school math performance is not that critical for sustained growth in economic productivity. After all, U.S. students trailed their peers in the very first international survey undertaken nearly 50 years ago. That is the wrong message to take away however. Other factors contributed to the relatively high rate of growth in economic productivity during the last half of the 20th century, including the openness of the country’s markets, respect for property rights, low levels of political corruption, and limited intrusion of government into the operations of the marketplace. The United States, moreover, has always benefited from the in-migration of talent from abroad.


Via Sharrock
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Sharrock's curator insight, January 30, 2014 2:10 PM

For a few days now, I've been wondering about the relationship of a nation's Nobel Prize winners to PISA scores. I finally decided to ask the question in Google. Here's one hit: "Clearly the countries with the worst PISA scores are those with the most impressive Nobel record. Equally significant, the correlation between PISA performance and GDP per capita is, as both Baker and Chang suggest, rather weak (less than 0.5)." http://www.opendemocracy.net/ourkingdom/jeremy-fox/are-pisa-scores-really-that-important.

 

But this article also presents an interesting exploration. 

Rescooped by Lynnette Van Dyke from Teacher Tools and Tips
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Data Driven Instruction: Sample Assessments and Resources | EngageNY

Data Driven Instruction: Sample Assessments and Resources | EngageNY | college and career ready | Scoop.it

Via Sharrock
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Rescooped by Lynnette Van Dyke from Eclectic Technology
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Are Existing Tech Tools Effective for Teachers and Students?

Are Existing Tech Tools Effective for Teachers and Students? | college and career ready | Scoop.it
The Gates Foundation released a report today surveying teachers and students on the kinds of digital tools they'd like to see available in classrooms.

Via Beth Dichter
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Beth Dichter's curator insight, April 24, 2014 9:19 PM

This report focused on four questions:

What do teachers want and need from digital instructional tools?

How can product developers use this information to more effectively serve students, teachers, and schools?

What do we know about how teachers and districts select and purchase digital instructional tools?

What do we know about the overall market for digital instructional tools?

The report identified six instructional purposes for technology, moving from teacher-driven to student-driven and identify both a primary and a secondary benefit. The areas are:

● Deliver Instruction

● Diagnose Student Learning

● Vary Delivery Method

● Tailer Learning Experience

● Support Student Collaboration and Interactivity

● Foster Independent Practice

One piece that pops out quickly is that 54% of teachers surveyed did not find the digital tools they use effective.

Click here for the full report [PDF]

KCenter SKEMA's curator insight, April 25, 2014 4:53 AM

"The Bill and Melinda Gates Foundation just released a report detailing the results of 3,100 teacher surveys and 1,250 student surveys on the kinds of digital instruction tools that are useful and effective. The foundation has asked teachers and students what they need when it comes to digital instruction, aiming to close the communication gap between commercial developers and schools.

One of the biggest takeaways is that most teachers — 54 percent — don’t find many of the digital tools they use effective. That’s partly because teachers often aren’t making purchasing decisions. When they do have a say in tool selection they often report on its effectiveness more favorably. When asked about free products, teachers reported that free products are just as likely to be effective as the products the district purchased for them."

Rescooped by Lynnette Van Dyke from Writing, Research, Applied Thinking and Applied Theory: Solutions with Interesting Implications, Problem Solving, Teaching and Research driven solutions
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The revolution will NOT be in Open Data | Open Knowledge Foundation Blog

The revolution will NOT be in Open Data | Open Knowledge Foundation Blog | college and career ready | Scoop.it

A common narrative in many “open” development projects goes along the lines of “provide access to data/information –> some magic occurs –> we see positive change.” In essence, because of the newness of this field, we only know what we THINK happens, we don’t know what REALLY happens because there is a paucity of documentation and evidence.

 

It’s problematic that we often use the terms data, information, and knowledge interchangeably, because:

Data is NOT knowledge.

Data is NOT information.

Information is NOT knowledge.

Knowledge IS what you know. It’s the result of information you’ve consumed, your education, your culture, beliefs, religion, experience – it’s intertwined with the society within which you live. 


Via Irina Radchenko, Sharrock
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Irina Radchenko's curator insight, October 22, 2013 2:24 AM

It's so obvious. The main values of openness are our open minds and thoughts.