Do we measure what we value?
While still controversial, National Benchmarking [flawed or otherwise] allows us to begin the exploration of what is most difficult in education… Measuring our impact as educators and making comparisons over time, being able to repeat what works and identify and improve on what is not working.
The data is critically important and the time series over the next decade will allow us to begin having vastly more sophisticated debate [I hope] about the value/extent and purpose of classroom practice. It would be good to have all sorts of data in real-time or near-real time, allowing us to identify and address disadvantage as well as sharing the techniques, processes and skills that produce quality outcomes [i.e improved social mobility]
2001 and 2002 national literacy and numeracy benchmark data reveals a disturbing increase in the number of Year 7 children failing to achieve national benchmark standards.