Data and education. Educating ourselves with data? On data? Improving education by improving data?
We might have the data, but have we got the answers?
Regarding what he calls ‘technical validity’, are we measuring what we are supposed to be measuring? Then, in what he describes as ‘normative validity’, are we measuring what we value, or are we valuing what we measure? Two important questions for us all to ask about the data that our systems are awash with.
Some great points here, refreshingly honest, about the state of data and information in schools. And here’s a response of sorts, albeit from a higher education perspective:
Taking the data conversation to a new level
The publication of this report is a significant moment in our journey to build a better data infrastructure for UK higher education because it is coming from a very different place. The members of the Higher Education Commission are senior, experienced leaders, strategists and Politicians and previous Commission inquiries have addressed topics like the regulation and the financial sustainability of HE. These are not people whose natural habitat is the world of petabytes, XML and FUNDCOMP; they are perhaps the most un-nerd bunch you could ever assemble. Yet their decision to base this inquiry on data in HE is in itself a recognition of the fundamental transformations that data technology is enabling.
Students hit by University of Greenwich data breach
Students’ names, addresses, dates of birth, mobile phone numbers and signatures were all uploaded to the university’s website. They were posted alongside minutes from the university’s Faculty Research Degrees Committee, which oversees the registrations and progress of its research students. In some cases, mental health and other medical problems were referenced to explain why students had fallen behind with their work.