Alfie Kohn, Data Denier
There’s a real need for healthy skepticism around our nation’s quest to collect and utilize education data to improve and deepen student learning. Complex formulas, such as those used to calculate value-added scores for teachers, need to be open to examination, testing, and improvement over time. Policymakers and educators need to better understand how to interpret and use assessment data, both from statewide summative tests and their own classroom activities. And we need smart policies, practitioners, and even skeptics to help us use better information about student learning t
