Data needs more quality, not quantity
How much data is good for us?
A colleague once remarked that an educational technology (EdTech) product should “reward teachers with data.” The idea was simple: more data solves more problems. But how much data—and what kind—do teachers and students really need? While EdTech products, textbooks, consultants, and school districts proudly wear the “data-driven” badge, it often feels more like a burden to those in the classroom.
In her New Yorker article, The Data Delusion (2023), Jill Lepore likened our understanding of the world to a file cabinet labeled Mysteries, Facts, Numbers, and Data. She traced our shift from relying on mysteries and facts to numbers and data, expressing concern that mindlessly basing our judgments on data is moving us away from insight into what is truly important. This idea deeply resonated with me. As a teacher, I have developed a strong aversion to this obsession with data.
EdTech products typically gather vast amounts of data, and today’s education system increasingly leans on data-driven assessments to measure … something. Hopefully, that something is learning success. But is this approach beneficial? How much is this data truly helping students and teachers improve?
When we only focus on scores
Most teachers and students want data that evidences learning. For students, this often means binary answers: “Did I pass?” or “Is this answer right or wrong?” When data is reduced to mere scores, teachers are also forced into binary decisions: “Who passed or failed?” or “Should I move on to the next topic?” This narrow focus discourages critical thinking and problem-solving.
Researchers like Peter Liljedahl, author of the famous book Building Thinking Classrooms in Mathematics, point out that emphasizing grades and test scores shifts students’ focus away from curiosity, reducing education to a checklist of tasks. This relentless pursuit of good grades not only raises anxiety but also diminishes the joy of discovery, especially in subjects like mathematics. Overemphasizing scoring data undermines the true essence of learning.
Rethinking the role of data in education
There is nothing wrong with measuring performance. Summative assessments measure student progress at the end of a unit or year. They offer valuable data for educational planning and policy, helping educators and administrators identify areas for improvement and guide curriculum development. EdTech companies like IXL and College Board excel in gathering and reporting this data.
However, at some point, more summative assessments are not improving learning. Instead, they are used as a stick to force students to study, resulting in diminishing motivation and increasing anxiety. They also contribute to students having a ‘fixed’ mindset, where scores, good or bad, become a label attached to students. To foster a balanced educational environment, we need to complement these assessments with formative ones that promote deeper understanding.
Formative assessments: the heart of learning
Formative assessment is an ongoing process where teachers gather evidence of student thinking to guide instruction. Unlike summative assessments, which are time-bound and focused on measuring outcomes, formative assessments are integrated into daily instruction, providing real-time feedback that helps teachers adjust their teaching strategies and students take ownership of their learning. This type of assessment encourages students to self-assess and reflect on their progress, moving them beyond right or wrong answers.
It’s crucial to understand that formative assessment is not just about administering more tests more frequently. Simply increasing the number of assessments doesn’t capture the essence of what formative assessment should achieve. True formative assessment goes beyond just assigning scores; it delivers meaningful feedback that drives improvement. Scores alone fail to provide the insights necessary for true growth. As Liljedahl points out, understanding errors encourages students to reflect and take constructive action, fostering a growth mindset indispensable for long-term success.
Also, timing is crucial in formative assessment. Data that is available in real-time allows teachers and students to adjust their strategies immediately. This feedback promotes metacognitive learning and strategies. During formative assessment, students become aware of misconceptions immediately rather than later when teachers check their solutions. Tool suppliers like Algebrakit have dedicated themselves to developing such formative tools and making them available to EdTech providers by providing a solution that generates true formative feedback. They help existing learning platforms move beyond multiple-choice or one-step questions. This tool allows providers to generate learning data rather than scoring data. The focus is on multi-step problem-solving, which is crucial for math learning.
Moreover, the amount of feedback must be manageable. Teachers need simple, actionable insights that they can use to plan the next steps, and students need feedback that keeps them engaged in problem-solving.
Conclusion: a balanced approach to data
As educators and EdTech providers, we must reconsider our obsession with data by shifting our focus to identify what’s really in the best interest of students and teachers. We need fewer scores and more reflection. We need assessment for and as learning, not assessment of learning. We need a little nudge that moves learning forward, not a multi-page, color-coded, standards-aligned summary. Let’s focus on providing concise, informative feedback that keeps students thinking and teachers guiding learning in real time.
