Take a Number, Stand in Line, Better Yet, Be a Number Get Tracked: The Assault of Longitudinal Data Systems on Teaching and Learning
by Jeanne Marie Iorio & Susan Matoba Adler - March 08, 2013
Statewide longitudinal databases are becoming sources for decision-making by policymakers, administrators, and teachers. These databases are tracking children and teachers, reducing the performance of children and the work of teachers to numbers. We call for an end to the obsession with the quantitative and hope for a rethinking of assessment and teaching practices that trust children and teachers as capable and critical to learning, teaching, and assessment.
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