|Uses and abuses of data in professional development|
Posted on: May 01, 2002 at 12:06 PM
I am looking forward to the discussion --and to hearing the three panelists engage with each other!
I was particularly interested by the issue of timing -- when is an intervention "ripe enough" to look at possible classroom effects? When can you expect a "signal" to emerge?
Mark Jenness's question -- are there other kinds of assessments that your constituents respect? -- feels like one that links the three panelists' presentations, but: are some constituents "blind" to some kinds of data, and only interested in others? How does that shape the way you make your case, within your project or outside of it?
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