Rethinking Public Education
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Rethinking Public Education
Resources for those who see a different future for public education and the students counting on us.
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The Problem With Testing May Be A Failure Of Imagination

The Problem With Testing May Be A Failure Of Imagination | Rethinking Public Education | Scoop.it
The Problem With Testing May Be A Failure Of Imagination
Mary Perfitt-Nelson's insight:

What’s more, the kind of “tests” hiring teams now use in interviews focus on behavior, not knowledge.


“Standardized tests as we currently have them are enormously useful,” Koretz says. “Anyone who follows education knows that there are enormous inequities in American schooling.  One of the ways we know this is because of standardized tests."


The capacity to innovate, Wagner says, is far more important than academic knowledge.

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Multiple Issues About Multiple-Choice Items

Multiple Issues About Multiple-Choice Items | Rethinking Public Education | Scoop.it
Mary Perfitt-Nelson's insight:

From Jen McDaniel's blogspot:  In Search of Hecuba's Torch: An Educator's Quest for Meaning.  

 

Resonating with me:  

1. one assessment cannot serve every purpose.

2. because we are unable to see the reasoning behind the choice, we are unable to see where students went wrong

3.   the Finnish students rarely take multiple-choice assessments

4. if we glean no useful information about individual students

5. we do what we know to do and that when we know better, we do better. Not in this case.


Further questions are now percolating.    Nice job @jemmuldoon !



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When Growth Isn’t Really Growth

When Growth Isn’t Really Growth | Rethinking Public Education | Scoop.it
A simple illustration shows that the manner in which we usually measure school growth doesn't really measure growth at all.
Mary Perfitt-Nelson's insight:

"There’s something to be said for measuring performance over time and incentivizing improvement using available data, and changes in cross-sectional rates/scores are, for the moment, all that is available in many places (though that is changing). Nevertheless, we should always bear in mind that these changes are not “growth” or “gains,” and they often cannot identify the schools generating the most significant progress among their students (or lack thereof)"



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How Grades Change Conversations About Assessment & Achievement

How Grades Change Conversations About Assessment & Achievement | Rethinking Public Education | Scoop.it
I began teaching in 1991 believing myself to be a very progressive grades-based teacher with exquisitely designed marking keys designed to quantitatively assess realms such as punctuation, spelling...

 

Great read!

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