Friday, February 13, 2009

Measuring success?

This was my intro paragraph for a paper I wrote last year... recent events have me thinking about this topic again. What does success look like for today's students? How do we measure this success?

"Teaching and learning for the 21st century represents a significant shift in the paradigms associated with what constitutes success in the educational system. Often, it is those individuals who were successful within the system that go on to work and lead within the system. This creates a massive inertial presence that maintains status quo, even amidst powerful forces driving for change. Any visionary who strives to move the mountains of accumulated organizational press will need to fundamentally alter the tools used in measuring success in our school systems. Changes to curriculum or instruction to prepare students for 21st century success will fail to sustain themselves if measured by the assessment tools of a previous century that valued information above wisdom. Further more, there are unique challenges to the assessment of 21st century skills (DiMartino & Castaneda, 2007; Sternberg, 2008). It is then paramount to any other initiative that teachers, administrators, and the community expose the limitations of the current assessment system, build capacity to begin improvement, use evidence as a foundation for all assessment decisions, and continually support quality assessment through professional development and policy."

1 comment:

Unknown said...

Black, P. & Wiliam D. (1998). Inside the black box. Phi Delta Kappan, 80 (2), 139-148.

Bruer, J. T. (1999). Schools for thought: A science of learning in the classroom. Cambridge, MA: The MIT Press.

DiMartino, J. & Castaneda, A. (2007). Assessing applied skills. Educational Leadership, 64(7), 38-42.

DuFour, R., Eaker, R., & DuFour, R. (Eds.). (2005). On common ground: The power of professional learning communities. Bloomington, IN: Solution Tree.

Fisher, D. & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J. (2000). Transforming classroom grading. Alexandria, VA: Association for Supervision and Curriculum Development.

McTighe, J. & O'Connor, K. (2005). Seven practices for effective learning. Educational Leadership, 63(3), 10-17.

O'Connor, Ken (2007). A repair kit for grading: 15 fixes for broken grades. Portland, OR: Educational Testing Service.

O'Connor, Ken (2002). How to grade for learning: Linking grades to standards, 2nd edition. Arlington Heights, IL: SkyLight Professional Development.

Pink, Daniel H. (2005). A whole new mind: Moving from the Information Age to the Conceptual Age. New York: Penguin Group.

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

Prensky, M. (2005, December). Adopt and adapt: Shaping tech for the classroom. Edutopia. Retrieved October 2007, from http://www.edutopia.org/adopt-and-adapt

Sternberg, R. J. (2008). Assessing what matters. Educational Leadership, 65(4), 20-26.

Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction and Understanding by Design: Connecting content and kids. Alexandria, VA: Association for Supervision and Curriculum Development.

Wiliam, D. (2008). Changing classroom practice. Educational Leadership, 65(4), 36-41.