Measuring what matters: Redefi ning data's role in schools.

This article examines the role of assessment in schools and the use of data to measure student progress. The authors argue that relying solely on scores and grades is insufficient and propose a more comprehensive approach that includes frequent formative checks and low-stakes retrieval opportunities. They emphasize the importance of clear communication and understanding among teachers and leaders regarding data collection. The article also discusses the challenges and limitations of using data in education, suggesting the use of multiple sources of data and recognizing the strengths and limitations of data. It raises questions about the purpose of data collection and the importance of teachers' day-to-day inferences. The article acknowledges the pressures of accountability and changing expectations, urging educators to prioritize accurate assessments and informed decision-making. [Extracted from the article]