If data collected from assessments are highly variable, what should be considered?

Considering extraneous factors affecting variability is crucial when faced with highly variable assessment data. High variability can often signal that there are influences outside of the targeted domain affecting the results. These factors could include environmental changes, differences in student behavior, or inconsistencies in how the assessment is administered. By identifying and understanding these extraneous factors, school psychologists can determine whether the variability is linked to genuine differences in student performance or if it stems from fluctuating conditions that may distort the data.

On the other hand, while changing the assessment tool could seem beneficial if the current one is inadequate, it may not address the root causes of the variability and could further complicate the comparison of data over time. Increasing the frequency of data collection might lead to more data points, but it won't necessarily clarify why the existing data are variable. Ignoring the variability is counterproductive, as it could lead to misinterpretation of a student's abilities or needs. Therefore, addressing extraneous factors is the most strategic approach to understand and manage the variability in assessment data effectively.