Importance of relying on data during the assessment process
Teachers need to rely on data during the assessment process because decisions based on data helps them to create an ideal learning environment for each student. A formal data-based process of decision making assists teachers in identifying significant variables related to their teaching more efficiently and faster rather than recalling on their memory to remember important events. Data helps teachers identify the actual performance of their students, including their deficiencies and strengths. This, therefore, ensures that no student is left behind, and teachers make data-driven educational decisions (Salvia, Ysseldyke, & Witmer, 2012) .
Why not solely rely on the information reported by the parent or teacher
The data reported by teachers or parents should not be exclusively be depended on because through the self-assessment-evaluation, the teachers can be biased or may fail to assess all the students. A teacher can be biased in order to avoid exposing the deficiencies of his or her students. The parents may also not provide accurate information about their children because some patents do not spend valuable time with their children to understand their behaviors. A proper assessment is the one that combines data from the students, teachers, and their parents (Salvia, Ysseldyke, & Witmer, 2012) .
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Reactivity issues in the assessment
Most teachers still keep the assessments secret, which makes students believe that the evaluation is guessing games. Guessing the answers to the test will affect the quality of data collected during the evaluation. Also, most students alter their behavior when they know they are being studied, which affect the assessment process (Salvia, Ysseldyke, & Witmer, 2012) . The best solution to prevent reactivity during the assessment is by use of unobtrusive research which involves researchers obtaining information without necessarily interfering in the research. Most often, data collected through unobtrusive methods have high test-retest reliability.
Reference
Salvia, J., Ysseldyke, J., & Witmer, S. (2012). Assessment: In special and inclusive education. Cengage Learning.
