# data[].attributes.headline
There's a danger in concentrating only on data collection, and not focusing on learning

# data[].attributes.subject
There's a danger in concentrating only on data collection, and not focusing on learning

# data[].attributes.body
توحيد آلية التقييم  للمدرسة كلها قبل جمع البيانات .
عمل سيستم موحد وواضح للمدرسة كلها.

# data[].attributes.body
teachers are required to be trained well that needs financial investment. It's hard to fit into fast paced environment and technology. Sometimes analytics programs may slow down and ignore good things.

# data[].attributes.body
choosing the right

# data[].attributes.body
-time consuming
-data in papers different from what parent said to me directly
-data needed to be updated after some time

# data[].attributes.body
Maintaining participant privacy and confidentiality. Reliability of data – how adequate is the sample size. How data is viewed by the sample e.g. traditional believes of that part of the world.

# data[].attributes.body
use the information carefully collected.
there might be a bias
it takes time
it needs constant audit review

# data[].attributes.body
- could be bias
- time consuming
- need to be consistence
- choosing the right assessment tools
- data always need to be reviewed
- different understanding of data could affect the goal or the result
- teachers should be trained how to conduct data

# data[].attributes.body
consistency in collecting data which make it complete
evaluating data and having test or assessment tool

# data[].attributes.body
Data needs to be consistently collected using the correct tools/assessments.
Teachers/staff need to be properly trained to use, collect, and analyse data.

# data[].attributes.body
not all data collected is relevant with the purpose.
not  considering the data collected while taking decisions.

# data[].attributes.body
consistency in gathering data is essential to the success of use these data.

consistent data collecting can be time consuming to the teachers

# data[].attributes.body
Inconsistency in collection. Teachers not being sure how to use the data collected. Evaluation can be biased. Data needs to be looked at more than once or it becomes pointless. It can be time consuming. Ongoing CPD is required to ensure that teachers understand what, why and how to collect the data.

# data[].attributes.body
to collect the data for the child development and progress

# data[].attributes.body
Consistency is needed across year groups to ensure the data is accurate.
Training and CPD is needed to ensure the data is used correctly.

# data[].attributes.body
If data is just done and never reviewed or revisited it becomes pointless.

Updated training is needed to make sure class teachers/stake holders all understand what the data actually represent.

If there is no consistency in schools there tends to be data that is misunderstood/misread.

How valid is your Data?

# data[].attributes.headline
Sally Need to be very specific regarding  the type of information collected and what it is to be used for. needs to have a particular purpose . easy to lose the sense of purpose.

# data[].attributes.subject
Sally Need to be very specific regarding  the type of information collected and what it is to be used for. needs to have a particular purpose . easy to lose the sense of purpose.

# data[].attributes.body
Teachers need training and constant CPD to ensure they are inline with the schools/ governments aims, and also the programs used within schools in collecting and analyzing data.
Moderation and other important factors will need to be addressed and this takes time.
Students should be involved and data will be shared with parents. Some see data as negatives but it needs to be addressed as a positive as it highlights how to improve.

# data[].attributes.body
In order to gather information that serves the purpose, the correct assessment tools should be used so not having or using the correct assessment tools will affect your data collection. Also, one of the important pitfalls of using data is instead of recording data while the assessment is being conducted, some people might go back to it after the assessment has been conducted and record data which they might get wrong.

# data[].attributes.body
Evaluation of data can sometimes be bias.  This is particularly prevalent in qualitative data.
Collecting data in the EYS for a child's development maybe a little difficult because of how sporadic development can be.
Individual differences means that not all data that is collected will be reflective of the school's demographic.

# data[].attributes.body
Consistency within the school (ongoing training needed). How do we use the data to ensure we are making improvements on the learning experience for all students? We do not want to be a ‘paperwork’ data-driven school where the creativity is taken out of our classroom practice. Grades/levels towards assessments can change the way we teach, which can be beneficial, but we do not want to take the creativity away from class teachers to direct teaching purely towards assessment success, (this can be addressed in the different ways we assess). Students should not be stressed or worried about the grades or levels they achieve (data shouldn’t be a stressful experience for any stakeholders).

# data[].attributes.body
Requires an investment in time and resources.

If you are reliant on technology this can fail.

Not all staff understand how to use the data to inform instruction. Many teachers use data to assess students against criteria but don't always follow this up with an action if students don't do well.

Can lead to an overload of summative assessment and too much emphasis on "testing" which can be stressful for students - particularly at the Primary level.

Teachers can have varying understanding of data and this can skew student results.

# data[].attributes.body
1) Not meeting the GDPR requirements.
2) Choosing what is significant and what is not when analysing data.
3) Bias - wanting your data to prove an assumption.
4) Forgetting that there are things that data does not capture such as student confidence, student growth etc.