As most of us know from our own experiences as students, content expertise by itself is not enough to make a good teacher.īut there are other ways besides questioning to assess knowledge while teaching. One culprit here is that many teachers – even those who are well versed in the content they teach – are untutored in the typical patterns of misunderstanding that are characteristic of their content area. Many do such probing through questioning, but this use of questioning is still rarer than it should be. So even as they teach toward the goal of new understanding, good teachers probe continuously for current understanding and emerging understanding. Learning nearly always involves unlearning too – or subtracting some previous understanding. This interest in assessing teaching is encouraged by research on learning that reveals that learning is never simply additive. The individualized pursuit of badging is likely to emerge as an important design element in initiatives to reimagine 21st-century high schooling – so long as it can be undergirded with an authentic and valid system of assessment.įor now, however, the most adventurous area of assessment is assessment in teaching. This system would be one to support – and provide legitimacy and validity for – a growing interest in digital badging, which use digital credentials to convey core academic knowledge and other competencies that can’t be measured by traditional assessments. Meanwhile, there are signs too that a new kind of standardized testing system may emerge – at least for teenagers and young adults. But the time saved won’t be enough by itself to deal with widespread concerns today about overtesting.Īs the standardized testing opt-out movement has proved powerful in states such as New York and Illinois, some policymakers are ready to cut back on testing demands. This change will save time in both testing itself and in test prep. ![]() But these tests are also likely to change in format and prevalence.įor example, they are likely to be increasingly administered online, and to be adaptive – that is, adapt the level of prompts to an estimated level of a particular test taker’s understanding or skill level. education, and are likely to remain important for the foreseeable future. These tests are an important part of U.S. When people think of assessment today, they often think first of standardized tests – that is, ones developed by testing companies and used by states, schools, and districts in standardized ways to measure what students have learned with respect to some criteria. Let’s go to Professor McDonald’s answers: What are the most effective ways to assess a child’s learning? ![]() Adapting teaching to diverse classrooms.Analyzing the data teachers gather from assessments. ![]()
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