Although it clocks in at 40+ pages, this is a worthwhile and relatively fast read for anyone in education policy on the future of assessment if we’re serious about college and career readiness. There is a ton to unpack, with a fair amount it agree with and a lot I am quite a bit less sure on.
I think this paper is meant for national and state level policy-makers, and so my major quibble is I think this is much more valuable for a district-level audience. I am less bullish on the state’s role in building comprehensive assessment systems. That’s just my initial reaction.
The accountability section is both less rich and less convincing than the assessment portion. I have long heard cries for so-called reciprocal accountability, but it is still entirely unclear to me what this means and looks like and the implications for current systems.
Applying the lessons of cognitive science to education is not a straight forward task. Even with the best intentions, we may do more harm than good.
I like this piece in Slate on Paul Cuffee Middle School, a charter school right here in Providence. Most of what I know about child development seems to suggest that middle schools are sort of ridiculous. At the moment children are looking for role models and close relationships with adults ...
Social promotion, in education circles, refers to the practice of allowing students to move on to the next grade level or course even though they are unable to demonstrate they have mastered the skills and knowledge they were expected to learn. Ending or reducing social promotion has been a major ...