應該蒐集何種資料?

WHAT TYPES OF DATA SHOULD BE COLLECTED?

應該蒐集何種資料?

Data are endemic in educational settings. As Richard Wallace (1996) reports, "School districts usually gather much more data than they can effectively use." The challenge is to analyze the information and use it wisely. Many believe the logical starting point is to make better use of existing or archival data (Wallace, Emily Calhoun 1994, McLean). These data include statistics on attendance, grades, referrals, retentions, and standardized-test results. When compiled and reported on a regular basis, archival data provide a baseline of school operations and can be used to make comparisons among similar schools.

資料屬於地方教育的背景。Richard Wallace(1996)報告指出:學校領導者通常蒐集超過自己能有效處理的資料。資料的分析與使用是最大挑戰。許多人相信邏輯性的思考更有利於既存的或檔案資料的使用。資料包含出席統計、學生成績、參考資料與標準化測驗結果。當資料經過整理與結合後，資料就能提供校際間比較的準則。

With minimal effort, these data can often be disaggregated or broken down. Often done by grade, gender, race, or socioeconomic background, disaggregation can reveal previously unrecognized patterns that, in turn, may suggest areas in need of improvement.

這些資料常常容易被崩解或被破壞。通常因為成績、性別、種族或是社經地位，資料的崩解可以視為部份學校釋出的求救訊號。

With varying degrees of effort, other classes of data can be collected. Examples include survey results, interviews, numbers of books read, and other information on student achievement. These data typically require development of a means to collect and analyze the information (Calhoun). Data that may be more difficult to collect and interpret objectively include evaluations of student work, such as portfolios and exhibitions.

透過不同程度的努力，得以收集不同種類的資料。包含了調查結果、面談、閱讀書籍與其他學生成就的資訊。Calhoun指出，這些資料需要發展出一套分析與蒐集的系統。然而，資料很難客觀的詮釋，例如學生的檔案評量與成果展覽。