By Gerald Haigh
Schools are urged to be “data-driven” – or, if that seems too uncompromising, “data-enabled”. As a result, management information systems (MIS) are so packed with grades and numbers (“We’re drowning in data,” to quote one secondary head of ICT) that schools are starting to employ “data managers” who, to quote a recent job advert, “Lead staff through the target setting process, data analysis, value added data, Panda and Raise Online.”
Suppose, though, that much of that effort turns out to be misdirected – that the real problem isn’t just that there’s too much measurement, but that we’re actually measuring the wrong things. Heresy? Not at all, according to the experts.