But we live in a world where data collection is becoming more and more sophisticated. As an educator intrigued by artificial intelligence, I geeked out this week when asked if I would be willing to take part in a project my doctor was doing to have AI look for cancer when doing a colonoscopy. Yes, I want to be a part. No, I never want a machine being the only one deciding if my polyps are actually cancer but I love the ideas of a second set of “eyes.”
Today, due to technologies, we have the opportunity to assess and get immediate feedback in a faster way than ever before. We also have a better understanding of how individuals learn. This allows us to create new assessments to meet the needs of more students. This supports community vision by creating measurable goals. It allows the right players to be on the field to support student success. Today’s ability to access more quickly and formatively helps teachers become better teachers and students to understand what they don’t know- relevant information for everyone.
How are you using today’s technologies to:
- Give more feedback
- Allow students to have clear goals
- Pay attention to individual needs
- Review data to make decisions
While studying for the CoSN CETL exam, I’ve really found myself digging deeper into what we do with the data we collect, as well as asking myself if we are truly collecting the right data. I find myself questioning everything I’ve always thought. This statement that I found in my CoSN study course keeps haunting me and begging me to be dealt with: “[the] path to learning doesn’t have to be static or linear. One of the critical success factors identified for effectively using data at the classroom level was the importance of having teachers collaborate to review data and make decisions.”
What do I do with that thought? What platforms are we using that allow good data to be mined and are we using them to our students’ advantage? Teachers have spent hours and hours grading but what if we flipped that to be spent on short assessments that allowed teachers to focus on the data to adjust instruction that leads to mastery? What if teachers looked deeper at their assessments inside Canvas LMS (quiz analytics) and really poured wisdom and discernment over the “Student Analysis” and “Item Analysis” sections. What might that mean for our sense of purpose and for our students sense of success?