According to Kenneth Cukier, The Economist’s data editor in an interview on data in education, this technology really makes stakeholders more accountable in terms of outcomes. This has the benefit of tailoring instruction to better personalize student needs and perhaps meeting future LCAP requirements. The downside as pointed out is privacy. For example, a student’s transcript following them for longer periods of time and having potential negative effects from this. Rules may need to be put into place restricting the number of years students are accountable. This is only one area where it is important to understand data and data sources.
Decision-makers will need to examine a variety of data with their stakeholders in order to make decisions about personalizing learning. An example of this mentioned in the Education Enterprise Architecture Guidebook is the use of assessment items (data), p.24. This might come from textbook end of chapter tests, teacher designed unit assessments, end of course exams, etc. It is important to understand data, data standards, and the movement of data, in order to make informed decisions and implement the needed policies and procedures.
Education Enterprise Architecture Guidebook. (2014) (1st ed., pp. 24, 25 and Appendix C). Retrieved from http://www2.ed.gov/about/inits/ed/implementation-support-unit/tech-assist/education-architecture-guidebook.pdf
Economist interview on Data in Education. The Economist (April 23, 2014). Retrieved from https://www.youtube.com/watch?v=4G4RUgenV3U
Who Uses Student Data? Data Quality Campaign (June 9, 2014). Retrieved from https://www.youtube.com/watch?v=v1uj0JkCpgM and http://www.dataqualitycampaign.org/find-resources/who-uses-student-data/