Gil Press worries that “big data enthusiasts may encourage (probably unintentionally) a new misguided belief, that ‘putting data in front of the teacher’ is in and of itself a solution [to what ails education today].”
As an advocate for the better use of educational data and learning analytics to serve teachers, I worry about careless endorsements and applications of “big data” that overlook these concerns:
1. Available data are not always the most important data.
2. Data should motivate providing support, not merely accountability.
3. Teachers are neither scientists nor laypeople in their use of data. They rely on data constantly, but need representations that they can interpret and turn into action readily.
Assessment specialists have long noted the many uses of assessment data; all educational data should be weighed as carefully, even more so when implemented at a large scale which magnifies the influence of errors.