Gastkommentar: Unsere Schulen sollten mit Datenanalysen arbeiten
Samuel Greiff, Leiter der deutschen Pisa-Studie, rückt ein oft missverstandenes Werkzeug in den Fokus. Ein Blick nach Kanada zeigt, welches Potenzial darin steckt.
For nearly a quarter-century, references to Pisa have been a recurring theme. It's now Pisa 2025, yet the conversation still revolves around "drastic learning losses" and a "disastrous testament" to the German education system. Everyone agrees that change is necessary, but the debate on the exact approach is far from unanimous. The challenge lies in the fact that beneficial measures often don't sound appealing, sometimes even the opposite.
Continuously developing schools and instruction might not be the headline-grabbing demands one might expect, yet the focus should be on something very concrete: regularly monitoring where students stand, identifying what works well in the classroom and what doesn't, deriving consequences from this, and subsequently assessing whether these changes have made a difference.
Data-driven school and classroom development is what this entails. In my view, it is one of the most underrated levers for improving education.
Written by urgent.news from Handelsblatt's reporting — not their text. Machine-written — may contain errors; check the original before relying on it.
