Baseline data is a statistical distribution system, which, for teachers, uses a straight line to represent data norms before they introduce a new or altered educational program. Thus, baseline data on one graph might represent a national or regional norm for a particular standardized test. A teacher might then post “dots” above or below that norm, each dot representing a student score. The result is a graphic portrayal of how the students in a class or school compare with the broader norms.Baseline data may also refer to a variable line representing the results of a series of tests of a single student from which variations may be plotted after the student has completed pro- grams designed to improve those results.
Objectives of Baseline Data; How It Helps In Education.
Education : Expanding and aligning teachers’ understanding of basic concepts of education, leading them to reflect on what it is to educate, the education we want, the learning to learn, the meaning of learning, the importance of promoting a course continuum from Early Childhood Education to High School, the human being who wants to graduate at the end of Basic Education; work the vision of the whole in the Final Years, articulating discussions that involve the areas of pedagogy, didactics, psychology, among others.
Integral Education: Train teachers to promote the integral development of students (intellectual, socio-emotional, physical and cultural), working in an integrated way with knowledge, skills, attitudes and values.
New pedagogical approaches: Reformulate the training programs for managers and teachers, so that, through process homology, they incorporate content and approaches that are more aligned with students and the demands of the 21st century, including using Design Thinking techniques; develop the capacity of teachers to plan and implement more contemporary, active and interactive pedagogical practices that promote greater engagement and prepare students for life in the 21st century; sensitize and instrumentalize educators to identify the real interests of the students and act as facilitators, tutors, mediators of learning; stimulate the teacher to use other pedagogical resources besides the textbook.
Personalization: Train teachers to have a more personalized look for their students, and to be able to map and consider their specificities, closely monitor their learning process and propose strategies that suit their profile, pace, interests and needs.
Technology: To promote training that enables technicians, school administrators and teachers to promote the use of technology in schools to enhance students’ engagement, learning and development; support technicians to enable the necessary infrastructure, digital resources and capabilities; to guide school managers to maintain the equipment and structure of Internet connectivity and to prepare a pedagogical plan that ensures the consistency of use; teachers to incorporate the technologies into their pedagogical practices.
Experimentation: Involve the teachers in formative meetings that focus on the creation of practices of scientific initiation and education by projects.
Rites of passage: Conduct specific formations to guide the action of school managers and teachers in relation to rites of passage from the Beginning Years to the Final Years and this stage for High Schoo