Data rights. Or, how schools use data unethically

Autumn Season, Part 6: Focus

Almost there people! I bet your focus is laser sharp on getting to the finish line, tidying up all those loose ends and meeting all those admin demands all teachers need to wrestle with.

I’ve been there, and I know how rushed and distracting it can feel, how hard it can be to focus on the things that matter.

One thing that’s been occupying my mind lately is this, which comes from the Literacy & Communication and Maths document published by the Ministry last month. There are some key points here that I wish to dive into today.

But first, since we’re talking about data and the end of term …

How’s your markbook looking?

That’s slightly tongue in cheek, but here’s the thing …

… amidst all this end-of-term busyness, I don’t think schools get data right.

By not getting data right, here’s what I mean.

Typically, what’s called and valued as data is narrow: it’s test or assessment information, presented as figures on a scale or on a graph of some kind and entered in an SMS.

(Is it even possible for something to be data if it doesn’t exist in the SMS?)

And almost universally, this data is separated from learning in that it is not used to inform the learning but instead for reporting purposes.

It’s not just me that thinks this, even the MOE says so - look at some key phrases in that table. The left column describes things as they are, the right as they should be, and thus what needs to change.

The point of having data is to use it. It’s information that should help us focus on what is important about learning and learners so we can do something in response. In fact, I think if you get data about someone you are ethically bound to use it for their benefit.

Especially if the someone is a child.

Let’s look at what our curriculum says about assessment, and what should happen with the data it provides.