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The predominance of data-driven education is a product of the eduindustry, not the basis for sound teaching and learning beyond the factory model. Data itself is not bad; standardized assessments though are just one assessment and cannot define achievement. "Fixing" a teacher's "deficit" in "understanding" "standardized" "test" "data" is as ideologically and practically flawed as the "data" we're talking about. Professionally-developing teachers on how to work with bad data is still going to yield bad data. Standardized test scores are not effective measures of student skill mastery, and that's the more pressing debate. -- reeveskd comment