Not exact matches
Recently a consultant admonished us for
including teacher
anecdotal data as a factor in making decisions — instead, we should stick to hard
data.
These
data included formal and informal interviews,
anecdotal notes from observed lessons, student teacher reflections, lesson plans, and other participant - created artifacts.
With the
data available today, teachers will now have the ability to understand both quantitative measures,
including ongoing locally - defined student growth measures, and qualitative measures,
including anecdotal information.
Any serious research based on
anecdotal data should
include an extensive analysis of known and potential biases.
These
include possible increased
anecdotal reporting of extreme events through increased use of technology like camcorders, or scarcity of
data for certain land regions.