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Nursery School at Stanford University. (Courtesy of Bing Nursery School)\" width=\"1079\" height=\"719\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145.jpg 1079w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145-320x213.jpg 320w\" sizes=\"(max-width: 1079px) 100vw, 1079px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Two girls play with blocks at Bing Nursery School at Stanford University. (Courtesy of Bing Nursery School)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Eric Westervelt, \u003ca href=\"http://www.npr.org/blogs/ed/2015/02/12/385264747/q-a-blocks-play-screen-time-and-the-infant-mind\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Our \"Tools of the Trade\" series is taking a look at some of the iconic objects that form a vital part of our educational lives. For an upcoming piece, I'm reporting on how young children learn through that most basic of preschool education tools: simple wooden blocks.\u003c/p>\n\u003cp>\u003cstrong>Dr. Dimitri Christakis \u003c/strong> has done \u003ca href=\"http://www.imaginationplayground.com/images/content/2/9/2965/Effect-of-Block-Play-On-Language-Acquisition.pdf\">done extensive research\u003c/a> on blocks and play and \u003ca href=\"https://www.youtube.com/watch?v=BoT7qH_uVNo\">lectured on media and children\u003c/a>. He is the Director of the Center for Child Health, Behavior and Development at Seattle Children's Research Institute. He's also a pediatrician at Seattle Children's Hospital and a professor of pediatrics at the University of Washington School of Medicine.\u003c/p>\n\u003cp>And so we talked about the way young children learn and how their minds develop. He's not against digital education tools. But he says they have to be the right kind and age-appropriate. He is raising alarms that Americans are over-charging their infant's developing brains.\u003c/p>\n\u003cp>\u003cstrong>In a broad sense your research seems to point to the fact that over-stimulation in children's brain is having a negative effect when it comes to fast paced media. Is that accurate?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Right. Our brains evolved over millennia to process things that happen in real time. And by definition, anything that happens in the real world happens in real time. It wasn't really until the advent of modern media that we were able to speed things up and make them happen at a pace that is surreal. And even early media didn't do that. That's a relatively new phenomenon. In the case of infants there was no infant television viewing prior to about 10 years ago. And we've seen an explosion since then. Today, 90 percent of children watch TV on a regular basis before the age of 2. In spite of the fact that the American Academy of Pediatrics \u003ca href=\"http://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/Pages/Media-and-Children.aspx\">advises strongly against that.\u003c/a>\u003c/p>\n\u003cp>And they do that, in a sense, and displace activities they previously did. In research we've done, the typical preschool child in the United States watches about four and a half hours of television a day and they're only awake for about 12 hours a day. So somewhere between 20 and 30 percent of their time is spent in front of a screen, [raising] the question of, What are they not doing that they would otherwise be doing? What activities are being displaced? And much of those activities are traditional means of interacting with the environment and with adults. And blocks are a classic example of that.\u003c/p>\n\u003cp>\u003cstrong>Four and a half hours a day! That's from research you guys have done, or others have?\u003c/strong>\u003c/p>\n\u003cp>No, it's from research we've done. It combines screen time at home and screen time in day care. Most of the studies to date have asked parents about how much their children watch at home. And of course, most children in the United States are cared for during the day outside of their home. So, you're missing all of that time. In fact, in the average home-based day care, children watch an additional two hours a day.\u003c/p>\n\u003cp>\u003cstrong>That seems alarming. And the idea that for an infant, lots of television and all the digital media options really are only a phenomenon of the last 10, 12 years?\u003c/strong>\u003c/p>\n\u003cp>That's right.\u003c/p>\n\u003cp>\u003cstrong>Can you compare children's television as it first started out versus what it is today? Are we getting that much more fast-paced? Are we getting much more digitally distracted?\u003c/strong>\u003c/p>\n\u003cp>We are. The pacing of all programs, both adult and child, has sped up considerably. Part of the reason for that is that the more rapidly sequenced the scenes, the more distracting it is. It's taxing to the brain to process things that happen so fast even though were capable of doing it. And there's emerging science now in older children that watching such fast-paced programs diminishes what we call \"executive function\" immediately afterwards. It tires the mind out and makes it not function as well immediately after viewing it.\u003c/p>\n\u003cp>\u003cstrong>It makes the mind not function as well in what sense? In making decisions? Processing information?\u003c/strong>\u003c/p>\n\u003cp>Processing information. The evaluations that are done afterwards are of one's executive function which is the measurement of high cortical functioning. Things like, remembering sequences of numbers which requires you to concentrate. We see that after watching fast-paced shows, at least immediately afterwards, children don't function as well. We don't see that with things like block play, reading or drawing. All of which happen in real time.\u003c/p>\n\u003cp>[contextly_sidebar id=\"iAlpIu5XFplNAVy7hf64OFPOq7lLC4nc\"]\u003c/p>\n\u003cp>\u003cstrong>You did a randomized trial on building blocks and you linked it to language assessment. Tell us about that.\u003c/strong>\u003c/p>\n\u003cp>In that experiment we took 200 children, from a low-income environment, and we randomized them to two groups. One group got a set of large building blocks, that are intended for young children, at the beginning of study. And one got them at the end of the study six months later. In the group that got the blocks at the beginning we also gave parents a list of what we call \"blocktivities.\" So these were simple ways to play with your child with blocks. Stack the blocks, sort the blocks, divide them by color, etc. We had them keep daily diaries so we know how many kids played with blocks in a typical day.\u003c/p>\n\u003cp>Sixty-five of the children in the block group played with blocks on a typical day compared with 9 percent in the control group. And most importantly, at 6 months, we looked at their language development.\u003c/p>\n\u003cp>And what we found was that the control group, those that did not get the blocks, scored in the 42\u003csup>nd\u003c/sup> percentile — meaning they were slightly below average. Which is unfortunately not uncommon for a low-income population. But the group that got the blocks scored in the 52\u003csup>nd\u003c/sup> percentile. So slightly above average and significantly and clinically different from the control group.\u003c/p>\n\u003cp>So having blocks — and more importantly having activities that promote caregiver and child interaction — resulted in significant improvements in language over just a six-month period.\u003c/p>\n\u003cp>\u003cstrong>Is there something special about blocks? Or could it be any activity where the parent and child have to work together in simple, basic creation?\u003c/strong>\u003c/p>\n\u003cp>There is nothing special about blocks insofar as they provide an excellent platform for parents and children to engage with one another. But what is somewhat unique about blocks is that they're a great venue! Children love them and like to play with them both with their parents and on their own. In fact, in our study of blocks, what we found is that children played with their fathers much more with blocks than with their mothers.\u003c/p>\n\u003cp>The interesting thing about blocks is that, in one way shape or form, they've probably existed for millennia. Long before anyone marketed such things, children probably built things with sticks and stones and some children do that now anyways.\u003c/p>\n\u003cp>Blocks have never, ever, marketed themselves as an educational toy. For most parents they've simply been something that was fun to do. And it's interesting because in today's climate there are literally hundreds, if not thousands, of toys that make explicit claims that they are educational, that they will make your child smarter, or a young engineer or a poet. And the overwhelming majority of those products have no evidence whatsoever to make those assertions.\u003c/p>\n\u003cp>\u003cstrong>You're making a call to go back to old school blocks and other creative play, but what about these digital tools? What do you say to skeptical, digitally savvy parents?\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In medicine we have a saying which says, \"First do no harm,\" and I apply that to parenting as well. I'm a scientist as well as a parent and I really believe that there is such a thing as evidence-based parenting. There are some things that we know that are good, and there are many things we have no information on at all. And there we have to rely on our best judgment. In the case of over-stimulation of digital media, this bombarding of young brains, we do have both a theoretical and an empirical foundation now to say that it is not good for children. At the same time we have a very large body of literature that shows very clearly that traditional means of interacting with your child is exactly what they need for both the short term and the long term.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Q%26A%3A+Blocks%2C+Play%2C+Screen+Time+And+The+Infant+Mind&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n","blocks":[],"excerpt":"Studies with wooden blocks show \"that children who play with blocks learn language better and have better cognition.\"","status":"publish","parent":0,"modified":1423750377,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1468},"headData":{"title":"Why Slowing Down Stimuli to Real Time Helps a Child’s Brain | KQED","description":"Studies with wooden blocks show "that children who play with blocks learn language better and have better cognition."","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Slowing Down Stimuli to Real Time Helps a Child’s Brain","datePublished":"2015-02-12T14:12:07.000Z","dateModified":"2015-02-12T14:12:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"39354 http://blogs.kqed.org/mindshift/?p=39354","disqusUrl":"https://ww2.kqed.org/mindshift/2015/02/12/why-slowing-down-stimuli-to-real-time-helps-a-childs-brain/","disqusTitle":"Why Slowing Down Stimuli to Real Time Helps a Child’s Brain","nprByline":"Eric Westervelt","nprStoryId":"385264747","nprApiLink":"http://api.npr.org/query?id=385264747&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/ed/2015/02/12/385264747/q-a-blocks-play-screen-time-and-the-infant-mind?ft=nprml&f=385264747","nprRetrievedStory":"1","nprPubDate":"Thu, 12 Feb 2015 06:40:00 -0500","nprStoryDate":"Thu, 12 Feb 2015 06:40:05 -0500","nprLastModifiedDate":"Thu, 12 Feb 2015 06:40:05 -0500","path":"/mindshift/39354/why-slowing-down-stimuli-to-real-time-helps-a-childs-brain","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39355\" class=\"wp-caption alignnone\" style=\"max-width: 1079px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/why-slowing-down-stimuli-to-real-time-helps-a-childs-brain/two-girls-play-with-blocks-at-bing-nursery-school-at-stanford-university/\" rel=\"attachment wp-att-39355\">\u003cimg class=\"size-full wp-image-39355\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145.jpg\" alt=\"Two girls play with blocks at Bing Nursery School at Stanford University. (Courtesy of Bing Nursery School)\" width=\"1079\" height=\"719\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145.jpg 1079w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145-400x267.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/02/blocks-eric_slide-cc1dd10e93ab4ad8c77646065cd72055e10e8145-320x213.jpg 320w\" sizes=\"(max-width: 1079px) 100vw, 1079px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Two girls play with blocks at Bing Nursery School at Stanford University. (Courtesy of Bing Nursery School)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Eric Westervelt, \u003ca href=\"http://www.npr.org/blogs/ed/2015/02/12/385264747/q-a-blocks-play-screen-time-and-the-infant-mind\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Our \"Tools of the Trade\" series is taking a look at some of the iconic objects that form a vital part of our educational lives. For an upcoming piece, I'm reporting on how young children learn through that most basic of preschool education tools: simple wooden blocks.\u003c/p>\n\u003cp>\u003cstrong>Dr. Dimitri Christakis \u003c/strong> has done \u003ca href=\"http://www.imaginationplayground.com/images/content/2/9/2965/Effect-of-Block-Play-On-Language-Acquisition.pdf\">done extensive research\u003c/a> on blocks and play and \u003ca href=\"https://www.youtube.com/watch?v=BoT7qH_uVNo\">lectured on media and children\u003c/a>. He is the Director of the Center for Child Health, Behavior and Development at Seattle Children's Research Institute. He's also a pediatrician at Seattle Children's Hospital and a professor of pediatrics at the University of Washington School of Medicine.\u003c/p>\n\u003cp>And so we talked about the way young children learn and how their minds develop. He's not against digital education tools. But he says they have to be the right kind and age-appropriate. He is raising alarms that Americans are over-charging their infant's developing brains.\u003c/p>\n\u003cp>\u003cstrong>In a broad sense your research seems to point to the fact that over-stimulation in children's brain is having a negative effect when it comes to fast paced media. Is that accurate?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Right. Our brains evolved over millennia to process things that happen in real time. And by definition, anything that happens in the real world happens in real time. It wasn't really until the advent of modern media that we were able to speed things up and make them happen at a pace that is surreal. And even early media didn't do that. That's a relatively new phenomenon. In the case of infants there was no infant television viewing prior to about 10 years ago. And we've seen an explosion since then. Today, 90 percent of children watch TV on a regular basis before the age of 2. In spite of the fact that the American Academy of Pediatrics \u003ca href=\"http://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/Pages/Media-and-Children.aspx\">advises strongly against that.\u003c/a>\u003c/p>\n\u003cp>And they do that, in a sense, and displace activities they previously did. In research we've done, the typical preschool child in the United States watches about four and a half hours of television a day and they're only awake for about 12 hours a day. So somewhere between 20 and 30 percent of their time is spent in front of a screen, [raising] the question of, What are they not doing that they would otherwise be doing? What activities are being displaced? And much of those activities are traditional means of interacting with the environment and with adults. And blocks are a classic example of that.\u003c/p>\n\u003cp>\u003cstrong>Four and a half hours a day! That's from research you guys have done, or others have?\u003c/strong>\u003c/p>\n\u003cp>No, it's from research we've done. It combines screen time at home and screen time in day care. Most of the studies to date have asked parents about how much their children watch at home. And of course, most children in the United States are cared for during the day outside of their home. So, you're missing all of that time. In fact, in the average home-based day care, children watch an additional two hours a day.\u003c/p>\n\u003cp>\u003cstrong>That seems alarming. And the idea that for an infant, lots of television and all the digital media options really are only a phenomenon of the last 10, 12 years?\u003c/strong>\u003c/p>\n\u003cp>That's right.\u003c/p>\n\u003cp>\u003cstrong>Can you compare children's television as it first started out versus what it is today? Are we getting that much more fast-paced? Are we getting much more digitally distracted?\u003c/strong>\u003c/p>\n\u003cp>We are. The pacing of all programs, both adult and child, has sped up considerably. Part of the reason for that is that the more rapidly sequenced the scenes, the more distracting it is. It's taxing to the brain to process things that happen so fast even though were capable of doing it. And there's emerging science now in older children that watching such fast-paced programs diminishes what we call \"executive function\" immediately afterwards. It tires the mind out and makes it not function as well immediately after viewing it.\u003c/p>\n\u003cp>\u003cstrong>It makes the mind not function as well in what sense? In making decisions? Processing information?\u003c/strong>\u003c/p>\n\u003cp>Processing information. The evaluations that are done afterwards are of one's executive function which is the measurement of high cortical functioning. Things like, remembering sequences of numbers which requires you to concentrate. We see that after watching fast-paced shows, at least immediately afterwards, children don't function as well. We don't see that with things like block play, reading or drawing. All of which happen in real time.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>You did a randomized trial on building blocks and you linked it to language assessment. Tell us about that.\u003c/strong>\u003c/p>\n\u003cp>In that experiment we took 200 children, from a low-income environment, and we randomized them to two groups. One group got a set of large building blocks, that are intended for young children, at the beginning of study. And one got them at the end of the study six months later. In the group that got the blocks at the beginning we also gave parents a list of what we call \"blocktivities.\" So these were simple ways to play with your child with blocks. Stack the blocks, sort the blocks, divide them by color, etc. We had them keep daily diaries so we know how many kids played with blocks in a typical day.\u003c/p>\n\u003cp>Sixty-five of the children in the block group played with blocks on a typical day compared with 9 percent in the control group. And most importantly, at 6 months, we looked at their language development.\u003c/p>\n\u003cp>And what we found was that the control group, those that did not get the blocks, scored in the 42\u003csup>nd\u003c/sup> percentile — meaning they were slightly below average. Which is unfortunately not uncommon for a low-income population. But the group that got the blocks scored in the 52\u003csup>nd\u003c/sup> percentile. So slightly above average and significantly and clinically different from the control group.\u003c/p>\n\u003cp>So having blocks — and more importantly having activities that promote caregiver and child interaction — resulted in significant improvements in language over just a six-month period.\u003c/p>\n\u003cp>\u003cstrong>Is there something special about blocks? Or could it be any activity where the parent and child have to work together in simple, basic creation?\u003c/strong>\u003c/p>\n\u003cp>There is nothing special about blocks insofar as they provide an excellent platform for parents and children to engage with one another. But what is somewhat unique about blocks is that they're a great venue! Children love them and like to play with them both with their parents and on their own. In fact, in our study of blocks, what we found is that children played with their fathers much more with blocks than with their mothers.\u003c/p>\n\u003cp>The interesting thing about blocks is that, in one way shape or form, they've probably existed for millennia. Long before anyone marketed such things, children probably built things with sticks and stones and some children do that now anyways.\u003c/p>\n\u003cp>Blocks have never, ever, marketed themselves as an educational toy. For most parents they've simply been something that was fun to do. And it's interesting because in today's climate there are literally hundreds, if not thousands, of toys that make explicit claims that they are educational, that they will make your child smarter, or a young engineer or a poet. And the overwhelming majority of those products have no evidence whatsoever to make those assertions.\u003c/p>\n\u003cp>\u003cstrong>You're making a call to go back to old school blocks and other creative play, but what about these digital tools? What do you say to skeptical, digitally savvy parents?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In medicine we have a saying which says, \"First do no harm,\" and I apply that to parenting as well. I'm a scientist as well as a parent and I really believe that there is such a thing as evidence-based parenting. There are some things that we know that are good, and there are many things we have no information on at all. And there we have to rely on our best judgment. In the case of over-stimulation of digital media, this bombarding of young brains, we do have both a theoretical and an empirical foundation now to say that it is not good for children. At the same time we have a very large body of literature that shows very clearly that traditional means of interacting with your child is exactly what they need for both the short term and the long term.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Q%26A%3A+Blocks%2C+Play%2C+Screen+Time+And+The+Infant+Mind&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39354/why-slowing-down-stimuli-to-real-time-helps-a-childs-brain","authors":["byline_mindshift_39354"],"categories":["mindshift_192"],"tags":["mindshift_49","mindshift_20817","mindshift_20565","mindshift_20784","mindshift_1040","mindshift_20816"],"featImg":"mindshift_39355","label":"mindshift"},"mindshift_38895":{"type":"posts","id":"mindshift_38895","meta":{"index":"posts_1591205157","site":"mindshift","id":"38895","score":null,"sort":[1420553302000]},"guestAuthors":[],"slug":"beyond-standardized-tests-existing-tools-for-measuring-student-progress","title":"Beyond Standardized Tests: Existing Tools For Measuring Student Progress","publishDate":1420553302,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38896\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/npred-testingcrying2_custom-0ce22ba65f0416297bc17d8282bff89bbf195f19-e1420551862201.jpg\">\u003cimg class=\"size-full wp-image-38896\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/npred-testingcrying2_custom-0ce22ba65f0416297bc17d8282bff89bbf195f19-e1420551862201.jpg\" alt=\"NPR/LA Johnson\" width=\"640\" height=\"725\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">NPR/LA Johnson\u003c/figcaption>\u003c/figure>\n\u003cp>Close your eyes for a minute and daydream about a world without bubble tests.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://blogs.edweek.org/edweek/campaign-k-12/2014/12/gop_senate_aides_working_on_dr.html\">Education Week\u003c/a>\u003c/em> recently reported that some Republican Senate aides are doing more than dreaming — they're drafting a bill that would eliminate the federal mandate on standardized testing.\u003c/p>\n\u003cp>Annual tests for every child in reading and math in grades 3 through 8, plus one in high school, have been a centerpiece of federal education law since 2002. No Child Left Behind, the current incarnation of the Elementary and Secondary Education Act, requires them.\u003c/p>\n\u003cp>But this law has been overdue for reauthorization since before President Obama took office. The Senate plans to take the matter up early this year.\u003c/p>\n\u003cp>[contextly_sidebar id=\"e9O6kg88xj96i2yXYOvLG5TOONxMrAjG\"]\u003c/p>\n\u003cp>Discussions about cutting back on these requirements comes at a time of \u003ca href=\"http://www.npr.org/blogs/ed/2014/11/17/362339421/testing-how-much-is-too-much\">growing concern\u003c/a> about the number of tests kids take and the time they spend taking them. Parents in some communities have formed \"opt-out\" groups and removed their children not only from federally mandated tests, but also the legions of state and district-required tests that have followed in their wake.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/blogs/ed/2014/11/17/362339421/testing-how-much-is-too-much\">The Council of Chief State School Officers \u003c/a>and the country's largest school districts have spoken out in favor of reducing the number of standardized tests students take. The national teachers' unions and other traditionally Democratic groups are on board with the idea too.\u003c/p>\n\u003cp>Education Secretary \u003ca href=\"http://www.npr.org/blogs/ed/2014/11/17/362339421/testing-how-much-is-too-much\">Arne Duncan \u003c/a>says he's concerned about testing too, but he's written he \u003ca href=\"http://www.washingtonpost.com/opinions/arne-duncan-standardized-tests-must-measure-up/2014/10/17/e0e699c4-54a4-11e4-892e-602188e70e9c_story.html\">\"strongly believes\" \u003c/a>in annual tests as an educational tool.\u003c/p>\n\u003cp>Missing from this debate, however, is a sense of what could replace annual tests. What would the nation \u003cem>do \u003c/em>to monitor learning and ensure equity and accountability if states didn't have to test every child every year?\u003c/p>\n\u003cp>Here are four possible answers. They're not necessarily exclusive of each other. In fact, they could all happen at the same time, as different states and districts make different decisions.\u003c/p>\n\u003cp>\u003cstrong>1) Sampling. \u003c/strong>A simple approach. The same tests, just fewer of 'em. Accountability could be achieved at the district level by administering traditional standardized tests to a statistically representative sampling of students, rather than to every student every year.\u003c/p>\n\u003cp>That's how the \"Nation's Report Card\" works. Formally known as the National Assessment of Educational Progress, or NAEP, it's one of the longest-running and most-trusted tests in the U.S. education arsenal, even though it's not attached to high stakes. It's given to a different sample of students each year, in \u003ca href=\"http://nces.ed.gov/nationsreportcard/about/natimportant.aspx\">grades 4, 8, and 12.\u003c/a> The widely respected international test, \u003ca href=\"http://www.oecd.org/pisa/test/\">PISA\u003c/a>, is given to a sample of students too.\u003c/p>\n\u003cp>\u003cstrong>2) Stealth assessment.\u003c/strong> Similar math and reading data, but collected differently.\u003c/p>\n\u003cp>The major textbook publishers, plus companies like Dreambox, Scholastic and the nonprofit Khan Academy, all sell software for students to practice math and English. These programs register every single answer a student gives.\u003c/p>\n\u003cp>The companies that develop this software argue that it presents the opportunity to eliminate the time, cost and anxiety of \"stop and test\" in favor of passively collecting data on student's knowledge over a semester, year or an entire school career. Valerie Shute, a professor at Florida State University and former principal research scientist at ETS, coined the term \"stealth assessment\" to describe this approach.\u003c/p>\n\u003cp>Stealth assessment doesn't just show what skills a student has mastered at a given moment. The pattern of answers potentially offers insights into how quickly students learn, how diligent they are and other big-picture factors.\u003c/p>\n\u003cp>\"Invisible, integrated assessment, to me, is the future,\" Kimberly O'Malley, the senior vice president of school research at Pearson Education, told me. \"We can monitor students' learning day-to-day in a digital scenario. Ultimately, if we're successful, the need for, and the activity of, stopping and testing will go away in many cases.\"\u003c/p>\n\u003cp>Applying this approach on a national scale using scientific methods has never been done, in part because the products are still new. It would probably require a large outlay in terms of software, professional training and computer equipment — and would result in a corresponding windfall for companies like Pearson.\u003c/p>\n\u003cp>\u003cstrong>3) Multiple measures. \u003c/strong>Incorporate more, and different, kinds of data on student progress and school performance into accountability measures.\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2014/04/28/305715935/what-parents-need-to-know-about-big-data-and-student-privacy\">Statewide longitudinal data systems \u003c/a>now track students in most states from Pre-K all the way through high school (and in some states, college). That means accountability measures and interventions don't have to depend on the outcome of just one test. They could take a big-data approach, combining information from a number of different sources — graduation rates, discipline outcomes, demographic information, teacher-created assessments and, eventually, workforce outcomes. This information, in turn, could be used to gauge the performance of students, schools and teachers over time.\u003c/p>\n\u003cp>As part of a multiple-measures approach, some districts are also collecting different kinds of information about students.\u003c/p>\n\u003cp>\u003cstrong> 3a)\u003c/strong> \u003cstrong>Social and emotional skills surveys\u003c/strong>. Research shows that at least half of long-term chances of success are determined by non-academic qualities like grit, perseverance and curiosity. As states expand access to pre-K, they are \u003ca href=\"http://www.npr.org/blogs/ed/2014/11/25/366561443/what-every-school-can-learn-from-preschools\">including social and emotional measures\u003c/a> in their definitions of \"high quality\" preschool. As one component of a multiple-measures system, all schools could be held accountable for cultivating this half of the picture.\u003c/p>\n\u003cp>The Montgomery County Public Schools in Maryland survey both students and teachers on social and emotional factors and use the results to guide internal decisionmaking. The district uses the \u003ca href=\"http://www.gallupstudentpoll.com/home.aspx\">Gallup student poll,\u003c/a> a 20-question survey that seeks to measure levels of hope, engagement and well-being.\u003c/p>\n\u003cp>\"Engagement\" is basically a measure of how excited students are to be in the building. Last year, 875,000 students took the Gallup poll nationwide, in grades 5-12. According to one study, student\u003ca href=\"http://www.americaspromise.org/sites/default/files/legacy/bodyfiles/GSP%20National%20Report.pdf\"> hope scores \u003c/a> on this poll do a better job of predicting college persistence and GPA than high school GPA, SATs or ACT scores.\u003c/p>\n\u003cp>\u003cstrong> 3b) Game-based assessments.\u003c/strong>\u003c/p>\n\u003cp>Video-game-like assessments, such as those created by GlassLab and \u003ca href=\"http://www.npr.org/blogs/ed/2014/08/07/337129961/tests-that-look-like-video-games\">the AAA lab at Stanford\u003c/a>, are designed to get at higher-order thinking skills. These games are designed to test things like systems thinking or the ability to take feedback — measures that traditional tests don't get at. Of course, they are still in their infancy.\u003c/p>\n\u003cp>\u003cstrong> 3c) Performance or portfolio-based assessments\u003c/strong>.\u003c/p>\n\u003cp>Schools around the country are incorporating direct demonstrations of student learning into their assessment programs. These include projects, individual and group presentations, reports and papers and portfolios of work collected over time. The New York \u003ca href=\"http://performanceassessment.org/\">Performance Standards Consortium \u003c/a>consists of 28 schools, grades 6-12, throughout New York State that rely on these teacher-created assessments to the exclusion of standardized tests. These public schools tend to show higher graduation rates and better college-retention rates, while serving a similar population to other urban schools.\u003c/p>\n\u003cp>\u003cstrong>4)\u003c/strong> \u003cstrong>Inspections.\u003c/strong>\u003c/p>\n\u003cp>Scotland is a place where you can see many of the approaches above in action. Unlike the rest of the UK, it has no specifically government-mandated school tests. They do administer a sampling survey of math and literacy, and there is a series of high-school-exit/college-entrance exams that are high stakes for students. But national education policy emphasizes \u003ca href=\"http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/supportmaterials/nar/assessmentmaterials/index.asp\">a wide range of approaches to assessment\u003c/a>, including presentations, performances and reports. These are designed to measure higher-order skills like creativity, students' well-being and technological literacy as well as traditional academics. Schools and teachers have a lot of control over the methods of evaluation.\u003c/p>\n\u003cp>At the school level, Scotland maintains accountability through a system of \u003ca href=\"http://www.educationscotland.gov.uk/inspectionandreview/about/index.asp\">government inspections \u003c/a>that has been in place in the UK since 1833. Inspectors observe lessons, look at student work, and interview both students and staff members.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This piece is adapted in part from\u003c/em> The Test: Why Our Schools Are Obsessed With Standardized Testing, But You Don't Have To Be\u003cem> \u003ca href=\"http://www.publicaffairsbooks.com/book?isbn=9781610394420\">(PublicAffairs, 2015)\u003c/a>. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+Schools+Could+Use+Instead+Of+Standardized+Tests&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n","blocks":[],"excerpt":"There are multiple ways to assess a student's progress besides standardized tests. Here are some alternatives to the existing system, including emotional skills surveys, sampling and government inspections. ","status":"publish","parent":0,"modified":1435504518,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1331},"headData":{"title":"Beyond Standardized Tests: Existing Tools For Measuring Student Progress | KQED","description":"There are multiple ways to assess a student's progress besides standardized tests. Here are some alternatives to the existing system, including emotional skills surveys, sampling and government inspections. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Beyond Standardized Tests: Existing Tools For Measuring Student Progress","datePublished":"2015-01-06T14:08:22.000Z","dateModified":"2015-06-28T15:15:18.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38895 http://blogs.kqed.org/mindshift/?p=38895","disqusUrl":"https://ww2.kqed.org/mindshift/2015/01/06/beyond-standardized-tests-existing-tools-for-measuring-student-progress/","disqusTitle":"Beyond Standardized Tests: Existing Tools For Measuring Student Progress","nprByline":"Anya Kamenetz, NPR","nprStoryId":"371659141","nprApiLink":"http://api.npr.org/query?id=371659141&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/ed/2015/01/06/371659141/what-schools-could-use-instead-of-standardized-tests?ft=3&f=371659141","nprRetrievedStory":"1","nprPubDate":"Tue, 06 Jan 2015 07:03:00 -0500","nprStoryDate":"Tue, 06 Jan 2015 07:03:14 -0500","nprLastModifiedDate":"Tue, 06 Jan 2015 07:03:14 -0500","path":"/mindshift/38895/beyond-standardized-tests-existing-tools-for-measuring-student-progress","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38896\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/npred-testingcrying2_custom-0ce22ba65f0416297bc17d8282bff89bbf195f19-e1420551862201.jpg\">\u003cimg class=\"size-full wp-image-38896\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/npred-testingcrying2_custom-0ce22ba65f0416297bc17d8282bff89bbf195f19-e1420551862201.jpg\" alt=\"NPR/LA Johnson\" width=\"640\" height=\"725\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">NPR/LA Johnson\u003c/figcaption>\u003c/figure>\n\u003cp>Close your eyes for a minute and daydream about a world without bubble tests.\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://blogs.edweek.org/edweek/campaign-k-12/2014/12/gop_senate_aides_working_on_dr.html\">Education Week\u003c/a>\u003c/em> recently reported that some Republican Senate aides are doing more than dreaming — they're drafting a bill that would eliminate the federal mandate on standardized testing.\u003c/p>\n\u003cp>Annual tests for every child in reading and math in grades 3 through 8, plus one in high school, have been a centerpiece of federal education law since 2002. No Child Left Behind, the current incarnation of the Elementary and Secondary Education Act, requires them.\u003c/p>\n\u003cp>But this law has been overdue for reauthorization since before President Obama took office. The Senate plans to take the matter up early this year.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Discussions about cutting back on these requirements comes at a time of \u003ca href=\"http://www.npr.org/blogs/ed/2014/11/17/362339421/testing-how-much-is-too-much\">growing concern\u003c/a> about the number of tests kids take and the time they spend taking them. Parents in some communities have formed \"opt-out\" groups and removed their children not only from federally mandated tests, but also the legions of state and district-required tests that have followed in their wake.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/blogs/ed/2014/11/17/362339421/testing-how-much-is-too-much\">The Council of Chief State School Officers \u003c/a>and the country's largest school districts have spoken out in favor of reducing the number of standardized tests students take. The national teachers' unions and other traditionally Democratic groups are on board with the idea too.\u003c/p>\n\u003cp>Education Secretary \u003ca href=\"http://www.npr.org/blogs/ed/2014/11/17/362339421/testing-how-much-is-too-much\">Arne Duncan \u003c/a>says he's concerned about testing too, but he's written he \u003ca href=\"http://www.washingtonpost.com/opinions/arne-duncan-standardized-tests-must-measure-up/2014/10/17/e0e699c4-54a4-11e4-892e-602188e70e9c_story.html\">\"strongly believes\" \u003c/a>in annual tests as an educational tool.\u003c/p>\n\u003cp>Missing from this debate, however, is a sense of what could replace annual tests. What would the nation \u003cem>do \u003c/em>to monitor learning and ensure equity and accountability if states didn't have to test every child every year?\u003c/p>\n\u003cp>Here are four possible answers. They're not necessarily exclusive of each other. In fact, they could all happen at the same time, as different states and districts make different decisions.\u003c/p>\n\u003cp>\u003cstrong>1) Sampling. \u003c/strong>A simple approach. The same tests, just fewer of 'em. Accountability could be achieved at the district level by administering traditional standardized tests to a statistically representative sampling of students, rather than to every student every year.\u003c/p>\n\u003cp>That's how the \"Nation's Report Card\" works. Formally known as the National Assessment of Educational Progress, or NAEP, it's one of the longest-running and most-trusted tests in the U.S. education arsenal, even though it's not attached to high stakes. It's given to a different sample of students each year, in \u003ca href=\"http://nces.ed.gov/nationsreportcard/about/natimportant.aspx\">grades 4, 8, and 12.\u003c/a> The widely respected international test, \u003ca href=\"http://www.oecd.org/pisa/test/\">PISA\u003c/a>, is given to a sample of students too.\u003c/p>\n\u003cp>\u003cstrong>2) Stealth assessment.\u003c/strong> Similar math and reading data, but collected differently.\u003c/p>\n\u003cp>The major textbook publishers, plus companies like Dreambox, Scholastic and the nonprofit Khan Academy, all sell software for students to practice math and English. These programs register every single answer a student gives.\u003c/p>\n\u003cp>The companies that develop this software argue that it presents the opportunity to eliminate the time, cost and anxiety of \"stop and test\" in favor of passively collecting data on student's knowledge over a semester, year or an entire school career. Valerie Shute, a professor at Florida State University and former principal research scientist at ETS, coined the term \"stealth assessment\" to describe this approach.\u003c/p>\n\u003cp>Stealth assessment doesn't just show what skills a student has mastered at a given moment. The pattern of answers potentially offers insights into how quickly students learn, how diligent they are and other big-picture factors.\u003c/p>\n\u003cp>\"Invisible, integrated assessment, to me, is the future,\" Kimberly O'Malley, the senior vice president of school research at Pearson Education, told me. \"We can monitor students' learning day-to-day in a digital scenario. Ultimately, if we're successful, the need for, and the activity of, stopping and testing will go away in many cases.\"\u003c/p>\n\u003cp>Applying this approach on a national scale using scientific methods has never been done, in part because the products are still new. It would probably require a large outlay in terms of software, professional training and computer equipment — and would result in a corresponding windfall for companies like Pearson.\u003c/p>\n\u003cp>\u003cstrong>3) Multiple measures. \u003c/strong>Incorporate more, and different, kinds of data on student progress and school performance into accountability measures.\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2014/04/28/305715935/what-parents-need-to-know-about-big-data-and-student-privacy\">Statewide longitudinal data systems \u003c/a>now track students in most states from Pre-K all the way through high school (and in some states, college). That means accountability measures and interventions don't have to depend on the outcome of just one test. They could take a big-data approach, combining information from a number of different sources — graduation rates, discipline outcomes, demographic information, teacher-created assessments and, eventually, workforce outcomes. This information, in turn, could be used to gauge the performance of students, schools and teachers over time.\u003c/p>\n\u003cp>As part of a multiple-measures approach, some districts are also collecting different kinds of information about students.\u003c/p>\n\u003cp>\u003cstrong> 3a)\u003c/strong> \u003cstrong>Social and emotional skills surveys\u003c/strong>. Research shows that at least half of long-term chances of success are determined by non-academic qualities like grit, perseverance and curiosity. As states expand access to pre-K, they are \u003ca href=\"http://www.npr.org/blogs/ed/2014/11/25/366561443/what-every-school-can-learn-from-preschools\">including social and emotional measures\u003c/a> in their definitions of \"high quality\" preschool. As one component of a multiple-measures system, all schools could be held accountable for cultivating this half of the picture.\u003c/p>\n\u003cp>The Montgomery County Public Schools in Maryland survey both students and teachers on social and emotional factors and use the results to guide internal decisionmaking. The district uses the \u003ca href=\"http://www.gallupstudentpoll.com/home.aspx\">Gallup student poll,\u003c/a> a 20-question survey that seeks to measure levels of hope, engagement and well-being.\u003c/p>\n\u003cp>\"Engagement\" is basically a measure of how excited students are to be in the building. Last year, 875,000 students took the Gallup poll nationwide, in grades 5-12. According to one study, student\u003ca href=\"http://www.americaspromise.org/sites/default/files/legacy/bodyfiles/GSP%20National%20Report.pdf\"> hope scores \u003c/a> on this poll do a better job of predicting college persistence and GPA than high school GPA, SATs or ACT scores.\u003c/p>\n\u003cp>\u003cstrong> 3b) Game-based assessments.\u003c/strong>\u003c/p>\n\u003cp>Video-game-like assessments, such as those created by GlassLab and \u003ca href=\"http://www.npr.org/blogs/ed/2014/08/07/337129961/tests-that-look-like-video-games\">the AAA lab at Stanford\u003c/a>, are designed to get at higher-order thinking skills. These games are designed to test things like systems thinking or the ability to take feedback — measures that traditional tests don't get at. Of course, they are still in their infancy.\u003c/p>\n\u003cp>\u003cstrong> 3c) Performance or portfolio-based assessments\u003c/strong>.\u003c/p>\n\u003cp>Schools around the country are incorporating direct demonstrations of student learning into their assessment programs. These include projects, individual and group presentations, reports and papers and portfolios of work collected over time. The New York \u003ca href=\"http://performanceassessment.org/\">Performance Standards Consortium \u003c/a>consists of 28 schools, grades 6-12, throughout New York State that rely on these teacher-created assessments to the exclusion of standardized tests. These public schools tend to show higher graduation rates and better college-retention rates, while serving a similar population to other urban schools.\u003c/p>\n\u003cp>\u003cstrong>4)\u003c/strong> \u003cstrong>Inspections.\u003c/strong>\u003c/p>\n\u003cp>Scotland is a place where you can see many of the approaches above in action. Unlike the rest of the UK, it has no specifically government-mandated school tests. They do administer a sampling survey of math and literacy, and there is a series of high-school-exit/college-entrance exams that are high stakes for students. But national education policy emphasizes \u003ca href=\"http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/supportmaterials/nar/assessmentmaterials/index.asp\">a wide range of approaches to assessment\u003c/a>, including presentations, performances and reports. These are designed to measure higher-order skills like creativity, students' well-being and technological literacy as well as traditional academics. Schools and teachers have a lot of control over the methods of evaluation.\u003c/p>\n\u003cp>At the school level, Scotland maintains accountability through a system of \u003ca href=\"http://www.educationscotland.gov.uk/inspectionandreview/about/index.asp\">government inspections \u003c/a>that has been in place in the UK since 1833. Inspectors observe lessons, look at student work, and interview both students and staff members.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This piece is adapted in part from\u003c/em> The Test: Why Our Schools Are Obsessed With Standardized Testing, But You Don't Have To Be\u003cem> \u003ca href=\"http://www.publicaffairsbooks.com/book?isbn=9781610394420\">(PublicAffairs, 2015)\u003c/a>. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+Schools+Could+Use+Instead+Of+Standardized+Tests&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38895/beyond-standardized-tests-existing-tools-for-measuring-student-progress","authors":["byline_mindshift_38895"],"categories":["mindshift_1"],"tags":["mindshift_49","mindshift_108","mindshift_20784","mindshift_1040","mindshift_548","mindshift_943"],"featImg":"mindshift_38896","label":"mindshift"},"mindshift_33444":{"type":"posts","id":"mindshift_33444","meta":{"index":"posts_1591205157","site":"mindshift","id":"33444","score":null,"sort":[1389798039000]},"guestAuthors":[],"slug":"macbook-chromebook-ipads-moving-beyond-platforms","title":"MacBook, Chromebook, iPads: Why Schools Should Think Beyond Platforms","publishDate":1389798039,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_33455\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/seanfreese/6943433132/sizes/z/\">\u003cimg class=\"size-full wp-image-33455\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481.jpg\" alt=\"6943433132_9098dc3bc1_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Shawn McCusker\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">How long can any device realistically be expected to remain an effective tool in the classroom? Three years? Five years? Yet today, when schools decide on a device for their 1:1 programs, that choice quickly gets written into their school “brand.” Schools become identified by that choice, and the evaluation of other devices ceases. There are even certifications to this extent, such as GAFE schools, Apple Distinguished Schools, and so on.\u003c/p>\n\u003cp>But it's important that schools who make “the choice” don’t simply stop planning at that point. As educational technology becomes key to the daily workings of a classroom, discussing the direction of its use should not end once devices are in their students' hands.\u003c/p>\n\u003cp>\u003cstrong>FOCUS ON LEARNING NEEDS\u003c/strong>\u003c/p>\n\u003cp>The choice of a platform should be focused on learning objectives, students’ needs, and community values, filtering out the extraneous factions and marketing battles. Debating the best technology platforms is part of our culture, and often we see that it ends either in a single winner (Blu Ray over HD DVD) or a divided populace with sides and factions (PC vs. Mac, Windows vs. Google). These rivalries are as much a part of our culture as rooting for our favorite team.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But they're also the byproduct of marketing and for-profit businesses, not a solid foundation upon which to build educational practice and policy. Schools cannot afford to allow these important discussions to be ruled by a decades-old Apple commercial or creative advertisements urging us to avoid getting “Scroogled.” Though such commercials are largely innocuous, they and the rivalries they create are toxic when they divide communities into camps and fiefdoms within education or limit our understanding of what is possible. These campaigns become a problem when they are allowed to become the focus of a school’s, or even the community’s, adoption process.\u003c/p>\n\u003cp>Selecting the right device for your school has everything to do with learning objectives and the tasks that students will do. Ideally, discussions of those objectives as well as the students’ needs should be emphasized over the devices.\u003c/p>\n\u003cp>\u003cstrong>IMPORTANCE OF FLEXIBILITY\u003c/strong>\u003c/p>\n\u003cp>As needs change over time, addressing them might mean switching devices (remaking the choice). As schools progress in their technology implementation, they may find that their needs have changed, and should not hesitate to change devices as their understanding of their students’ needs develops. This seasonal view of devices (rather than “device as school identity”) is essential to helping schools move forward, meet their current students’ needs, and keep the curriculum relevant and timely for the future. A focus on pedagogy and key technology skills will transfer from one device to another, making the shift easier; a focus on being a device expert, or mastering device specific mechanics, will not. Students will graduate into a world that will demand technological fluency, the ability to move and process information across various platforms and devices.\u003c/p>\n\u003cp>Chris Lehmann, Principal of the Science Leadership Academy in Philadelphia recently made the choice to move his school from Macs to Chromebooks.\u003c/p>\n\u003cp>[contextly_sidebar id=\"49ad8ea82f86cd8b7f58f5c9be0a6aca\"]\u003c/p>\n\u003cp>“Ultimately our learning goals won’t change. Their manifestation may change a little bit, but we started with a vision, and we still hold steadfast to that vision,” Lehmann said.\u003c/p>\n\u003cp>Just as important in Lehmann’s mind is another key part of what school leaders must focus on: sustainability. If sustainability is not taken into account, having made the transition and pedagogical shift to 1:1, schools would be forced to roll that change back. Moving to Chromebooks, and the monetary savings associated with doing so, secured the mission of SLA, creating stability in an environment of financial instability.\u003c/p>\n\u003cp>“At all costs, you have to think about what it means to sustain the choice. Not doing so would be devastating,\" Lehmann said. \"The stability that this (change) gives us in an environment of instability was worth its weight in gold.”\u003c/p>\n\u003cp>\u003cstrong>AWAY FROM EITHER/OR\u003c/strong>\u003c/p>\n\u003cp>The various and complex needs of a school might require making more than one choice at a time. When a school chooses a specific type of technology, administrators have taken the time to find what meets the needs of their students and their community, not simply the device with the loudest contingent of supporters.\u003c/p>\n\u003cp>But what if one device is not the answer? Tony Perez from the Atlanta Girls School works in a multiple-platform school, and moved from MacBook Pro to iPads in the middle school two years ago.\u003c/p>\n\u003cp>\"We did this for several reasons: cost to families, capability of the device, classroom control, developmental appropriateness -- and it's a mobile device,\" Perez said. \"We were interested in iPad as a content creation device.\"\u003c/p>\n\u003cp>In the past, schools had many different forms of technology. If schools used PCs, that did not prevent them from purchasing Macs for art programs where that technology might better meet the students' learning needs. Just as one would not use a wrench as a paint brush, the tools for one subject often don’t easily translate or serve the best purposes of others. Schools that embody this understanding go beyond teaching their students a single device.\u003c/p>\n\u003cp>\"Our teachers began to understand that the final product could be flexible if mastery was demonstrated, something that has become a key understanding in our move to any platform, any time,\" Perez said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If educational technology and 1:1 education are going to thrive, school leaders must be focused on constantly employing the best practices and tools in relation to the most pressing needs of their students. Managing and sustaining these programs means that the big choices don’t stop after a platform has been selected. Getting devices in the hands of students is just the beginning.\u003c/p>\n\n","blocks":[],"excerpt":"If educational technology and 1:1 education are going to thrive, school leaders must be focused on constantly employing the best practices and tools in relation to the most pressing needs of their students. Managing and sustaining these programs means that the big choices don’t stop after a platform has been selected.","status":"publish","parent":0,"modified":1389746842,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":979},"headData":{"title":"MacBook, Chromebook, iPads: Why Schools Should Think Beyond Platforms | KQED","description":"If educational technology and 1:1 education are going to thrive, school leaders must be focused on constantly employing the best practices and tools in relation to the most pressing needs of their students. Managing and sustaining these programs means that the big choices don’t stop after a platform has been selected.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"MacBook, Chromebook, iPads: Why Schools Should Think Beyond Platforms","datePublished":"2014-01-15T15:00:39.000Z","dateModified":"2014-01-15T00:47:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"33444 http://blogs.kqed.org/mindshift/?p=33444","disqusUrl":"https://ww2.kqed.org/mindshift/2014/01/15/macbook-chromebook-ipads-moving-beyond-platforms/","disqusTitle":"MacBook, Chromebook, iPads: Why Schools Should Think Beyond Platforms","path":"/mindshift/33444/macbook-chromebook-ipads-moving-beyond-platforms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33455\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/seanfreese/6943433132/sizes/z/\">\u003cimg class=\"size-full wp-image-33455\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481.jpg\" alt=\"6943433132_9098dc3bc1_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Shawn McCusker\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">How long can any device realistically be expected to remain an effective tool in the classroom? Three years? Five years? Yet today, when schools decide on a device for their 1:1 programs, that choice quickly gets written into their school “brand.” Schools become identified by that choice, and the evaluation of other devices ceases. There are even certifications to this extent, such as GAFE schools, Apple Distinguished Schools, and so on.\u003c/p>\n\u003cp>But it's important that schools who make “the choice” don’t simply stop planning at that point. As educational technology becomes key to the daily workings of a classroom, discussing the direction of its use should not end once devices are in their students' hands.\u003c/p>\n\u003cp>\u003cstrong>FOCUS ON LEARNING NEEDS\u003c/strong>\u003c/p>\n\u003cp>The choice of a platform should be focused on learning objectives, students’ needs, and community values, filtering out the extraneous factions and marketing battles. Debating the best technology platforms is part of our culture, and often we see that it ends either in a single winner (Blu Ray over HD DVD) or a divided populace with sides and factions (PC vs. Mac, Windows vs. Google). These rivalries are as much a part of our culture as rooting for our favorite team.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But they're also the byproduct of marketing and for-profit businesses, not a solid foundation upon which to build educational practice and policy. Schools cannot afford to allow these important discussions to be ruled by a decades-old Apple commercial or creative advertisements urging us to avoid getting “Scroogled.” Though such commercials are largely innocuous, they and the rivalries they create are toxic when they divide communities into camps and fiefdoms within education or limit our understanding of what is possible. These campaigns become a problem when they are allowed to become the focus of a school’s, or even the community’s, adoption process.\u003c/p>\n\u003cp>Selecting the right device for your school has everything to do with learning objectives and the tasks that students will do. Ideally, discussions of those objectives as well as the students’ needs should be emphasized over the devices.\u003c/p>\n\u003cp>\u003cstrong>IMPORTANCE OF FLEXIBILITY\u003c/strong>\u003c/p>\n\u003cp>As needs change over time, addressing them might mean switching devices (remaking the choice). As schools progress in their technology implementation, they may find that their needs have changed, and should not hesitate to change devices as their understanding of their students’ needs develops. This seasonal view of devices (rather than “device as school identity”) is essential to helping schools move forward, meet their current students’ needs, and keep the curriculum relevant and timely for the future. A focus on pedagogy and key technology skills will transfer from one device to another, making the shift easier; a focus on being a device expert, or mastering device specific mechanics, will not. Students will graduate into a world that will demand technological fluency, the ability to move and process information across various platforms and devices.\u003c/p>\n\u003cp>Chris Lehmann, Principal of the Science Leadership Academy in Philadelphia recently made the choice to move his school from Macs to Chromebooks.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Ultimately our learning goals won’t change. Their manifestation may change a little bit, but we started with a vision, and we still hold steadfast to that vision,” Lehmann said.\u003c/p>\n\u003cp>Just as important in Lehmann’s mind is another key part of what school leaders must focus on: sustainability. If sustainability is not taken into account, having made the transition and pedagogical shift to 1:1, schools would be forced to roll that change back. Moving to Chromebooks, and the monetary savings associated with doing so, secured the mission of SLA, creating stability in an environment of financial instability.\u003c/p>\n\u003cp>“At all costs, you have to think about what it means to sustain the choice. Not doing so would be devastating,\" Lehmann said. \"The stability that this (change) gives us in an environment of instability was worth its weight in gold.”\u003c/p>\n\u003cp>\u003cstrong>AWAY FROM EITHER/OR\u003c/strong>\u003c/p>\n\u003cp>The various and complex needs of a school might require making more than one choice at a time. When a school chooses a specific type of technology, administrators have taken the time to find what meets the needs of their students and their community, not simply the device with the loudest contingent of supporters.\u003c/p>\n\u003cp>But what if one device is not the answer? Tony Perez from the Atlanta Girls School works in a multiple-platform school, and moved from MacBook Pro to iPads in the middle school two years ago.\u003c/p>\n\u003cp>\"We did this for several reasons: cost to families, capability of the device, classroom control, developmental appropriateness -- and it's a mobile device,\" Perez said. \"We were interested in iPad as a content creation device.\"\u003c/p>\n\u003cp>In the past, schools had many different forms of technology. If schools used PCs, that did not prevent them from purchasing Macs for art programs where that technology might better meet the students' learning needs. Just as one would not use a wrench as a paint brush, the tools for one subject often don’t easily translate or serve the best purposes of others. Schools that embody this understanding go beyond teaching their students a single device.\u003c/p>\n\u003cp>\"Our teachers began to understand that the final product could be flexible if mastery was demonstrated, something that has become a key understanding in our move to any platform, any time,\" Perez said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If educational technology and 1:1 education are going to thrive, school leaders must be focused on constantly employing the best practices and tools in relation to the most pressing needs of their students. Managing and sustaining these programs means that the big choices don’t stop after a platform has been selected. Getting devices in the hands of students is just the beginning.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/33444/macbook-chromebook-ipads-moving-beyond-platforms","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_49","mindshift_1040","mindshift_65"],"label":"mindshift"},"mindshift_29386":{"type":"posts","id":"mindshift_29386","meta":{"index":"posts_1591205157","site":"mindshift","id":"29386","score":null,"sort":[1371650456000]},"guestAuthors":[],"slug":"will-new-tests-measure-any-valuable-skills","title":"Rethinking Assessment: Trusting Teachers to Evaluate Student Learning","publishDate":1371650456,"format":"aside","headTitle":"ASSESSMENT | MindShift | KQED News","labelTerm":{"term":20658,"site":"mindshift"},"content":"\u003cfigure id=\"attachment_29498\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/rzganoza/4186516481/\">\u003cimg class=\"size-full wp-image-29498\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/test-taking.jpg\" alt=\"test-taking\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/test-taking.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/test-taking-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/test-taking-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">After more than ten years of national education policies like No Child Left Behind and Race to the Top, the words \u003cem>accountability\u003c/em> and \u003cem>assessment\u003c/em> have become synonymous at many public schools with high-stakes testing. The two government programs have attached consequences and rewards to standardized test scores, leading many educators to believe they have to teach to the test. But, as the well-known argument goes, teaching prescribed math and reading content doesn't help students build the skills like creativity, problem-solving and adaptability they need to adapt in the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">world outside of school\u003c/a>.\u003c/p>\n\u003cp>Many educators are hoping that as \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a> roll out across the country, teaching and assessment can focus more on problem-solving and the process of getting to an answer, rather than a focus on the answer itself. But, even those process-oriented skills will be assessed with a standardized test – either the \u003ca href=\"http://www.smarterbalanced.org/\">Smarter Balanced Assessment \u003c/a>or \u003ca href=\"http://www.parcconline.org/\">Partnership for Assessment of Readiness for College and Career\u003c/a>s (PARCC).\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The notion that we have to make accountability an easily measurable test item is one notion of accountability, but by no means the most useful for kids, for teachers or for the society as a whole.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The Smarter Balanced Consortium conducted a pilot of their test earlier this year to help participating schools get a sense of what the tests would be like, as well as to evaluate logistical challenges in administering the computer-based test. An \u003ca href=\"http://www.edweek.org/dd/articles/2013/06/12/03commoncore.h06.html\">Education Week article\u003c/a> explains:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>The biggest idea that the pilots underscored for many educators was that the key for getting ready for the tests is not just getting the technology ready, but also having students and teachers know the standards.\u003c/em>\u003c/p>\n\u003cp>\"I think we have to make sure we are teaching and assessing with intent on the common core,\" Henson [a Michigan superintendent of instruction] says. \"It is really skills-based. Reading, writing, and listening skills are a huge part of being able to take that test.\"\u003c/p>\n\u003cp>The article indicates that teachers will still be teaching to the test -- they’re just hoping the test will measure how a learner thinks, not just what they've memorized. That’s the big question, and early studies suggest they will.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cse.ucla.edu/products/reports/R823.pdf\">One report [PDF]\u003c/a> conducted by \u003ca href=\"http://www.cse.ucla.edu/\">The National Center for Research on Evaluation, Standards & Student Testing\u003c/a>, or CRESST, at the University of California, Los Angeles indicates that the new tests “are likely to represent important goals for deeper learning, particularly those related to mastering and being able to apply core academic content and cognitive strategies related to complex thinking, communication, and problem solving.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/will-the-new-online-standardized-tests-be-different/\">Will the New Online Standardized Tests Be Different?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>But other education researchers wonder if high-stakes testing in any form can truly measure the skills that not only deepen learning, but turn a student into a life-long learner.\u003c/p>\n\u003cp>“People often try to figure out what makes a difference in education and they try to find different variables that might explain that difference,” said \u003ca href=\"http://works.bepress.com/brent_duckor/\">Brent Duckor\u003c/a>, a professor at San Jose State University focusing on assessment. “It’s been harder for people to measure, and put the resources around measuring, the so-called soft skills -- let’s call them resiliency, persistence, a sense of caring and engagement with school -- and to use those in conjunction with the more typical academic achievement measures.” The benefits of the harder-to-quantify skills aren't easily disentangled from academic achievement scores, making it hard to prove through tests that alternative teaching and learning styles can achieve measurable outcomes.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“The American educational system was as successful in the absence of high-stakes standardized, centralized forms of assessments, as it is now, perhaps more successful.”\u003c/strong>\u003c/aside>\n\u003cp>This tension arises clearly with one of the hottest topics in education right now – project-based learning. Many educators hope this method of teaching content through inquiry and exploration will implicitly deepen learning and shift it towards the goals outlined in Common Core.\u003c/p>\n\u003cp>“If we are going to measure something, it’s going to take time and it’s going to take resources and effort,” said Duckor. “And what we've seen is a lot less attention on measuring those skills in any rigorous or reliable way.” It would take much more time and money to really develop assessments that measure creativity or resilience, but states have neither the time, money nor political will to do so, Duckor said.\u003c/p>\n\u003cp>“To the extent that policymakers can go back to the drawing board and say, 'How could Smarter Balanced find ways to investigate the validity and the reliability of teacher claims,' we could say there would be an advance,” Duckor said. He’d like to see more alternative methods of assessment used.\u003c/p>\n\u003cp>School-based accountability, where student achievement and progression is determined by teachers, not a state test, is one such method that’s already been studied by researchers. New York City’s Central Park East Secondary School, a progressive poster child in the 1990s, provides an example of how school-based accountability works.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-do-you-measure-learning/\">How Do You Measure Learning?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Central Park East developed systems to assess student work that meet the \u003ca href=\"http://www.tcrecord.org/Content.asp?ContentId=17338\">criteria for authentic assessment\u003c/a> that well-known researchers like Stanford’s \u003ca href=\"https://ed.stanford.edu/faculty/ldh\">Linda Darling Hammond\u003c/a> have determined to be successful. In a soon-to-be-published \u003ca href=\"http://www.researchgate.net/publication/260741999_Assessing_Habits_of_Mind\" target=\"_blank\">article\u003c/a>, Duckor and co-author \u003ca href=\"http://gse.berkeley.edu/people/daniel-perlstein\">Daniel Perlstein\u003c/a> argue that the school evaluated projects by asking students to demonstrate knowledge, understand various perspectives on it, connect it to other learning, make conclusions based on varying sets of conditions and be able to discuss its relevance. Most of these elements were included in subject-based portfolios that students created and had to defend in front of a committee that included teachers, students and outside adults.\u003c/p>\n\u003cp>But Central Park East’s modelcouldn't hold up to the strong pressures for standardized testing. “The pressures to develop easily measured and easily routinized forms of assessment, and easily measured and easily routinized forms of teaching and learning, in turn, made the school increasingly less successful and less central to reform,” said Daniel Perlstein, professor of education history at the University of California, Berkeley. There has always been a reform movement pushing for more democratic and socially oriented education in the U.S., but historically those efforts haven’t faired well on tests.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"It would take much more time and money to really develop assessments that measure creativity or resilience, but states have neither the time, money nor political will to do so.\u003c/strong>”\u003c/aside>\n\u003cp>“The American educational system was as successful in the absence of high-stakes standardized, centralized forms of assessments, as it is now, perhaps more successful,” said Perlstein. “There are various forms of accountability and the notion that we have to make accountability an easily measurable test item is one notion of accountability, but by no means the most useful for kids, for teachers or for the society as a whole.”\u003c/p>\n\u003cp>Perlstein points to other measures of a school’s success. Are parents satisfied with the education their children are receiving? Are students engaged and excited to come to school? Those are measures of accountability that don’t carry much weight when it comes to funding, teachers salaries or national rankings, but might be the most important for encouraging life-long learners.\u003c/p>\n\u003cp>Moving away from tests as the only means to measure knowledge, both at the school level and on state tests, frees teachers up to teach in more dynamic ways. “It’s a question of whose accountability and for whose good,” said Duckor. “And what infrastructure do we have to support communities that would like to have school-based accountability, but at this point are being measured by somebody else’s yardstick?”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For Perlstein, it comes down to the basic fact that teachers, students and schools have a deep capacity for engaging, thoughtful work, but aren't often given the credit for their efforts. “In schools across the country teachers are trying to figure out how to do their job better,” said Perlstein. “The systems of accountability we have, rather than helping them do that, typically get in the way of that.”\u003c/p>\n\n","blocks":[],"excerpt":"Many educators are hoping that through the Common Core State Standards, teaching and assessment can focus more on problem-solving and the process of getting to an answer. But even those process-oriented skills will be assessed with a standardized test. The benefits of the harder-to-quantify skills aren't easily disentangled from academic achievement scores, making it hard to prove through tests that alternative teaching and learning styles can achieve measurable outcomes.","status":"publish","parent":0,"modified":1394731763,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1401},"headData":{"title":"Rethinking Assessment: Trusting Teachers to Evaluate Student Learning | KQED","description":"Many educators are hoping that through the Common Core State Standards, teaching and assessment can focus more on problem-solving and the process of getting to an answer. But even those process-oriented skills will be assessed with a standardized test. The benefits of the harder-to-quantify skills aren't easily disentangled from academic achievement scores, making it hard to prove through tests that alternative teaching and learning styles can achieve measurable outcomes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Rethinking Assessment: Trusting Teachers to Evaluate Student Learning","datePublished":"2013-06-19T14:00:56.000Z","dateModified":"2014-03-13T17:29:23.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"29386 http://blogs.kqed.org/mindshift/?p=29386","disqusUrl":"https://ww2.kqed.org/mindshift/2013/06/19/will-new-tests-measure-any-valuable-skills/","disqusTitle":"Rethinking Assessment: Trusting Teachers to Evaluate Student Learning","path":"/mindshift/29386/will-new-tests-measure-any-valuable-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29498\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/rzganoza/4186516481/\">\u003cimg class=\"size-full wp-image-29498\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/test-taking.jpg\" alt=\"test-taking\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/test-taking.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/test-taking-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/test-taking-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">After more than ten years of national education policies like No Child Left Behind and Race to the Top, the words \u003cem>accountability\u003c/em> and \u003cem>assessment\u003c/em> have become synonymous at many public schools with high-stakes testing. The two government programs have attached consequences and rewards to standardized test scores, leading many educators to believe they have to teach to the test. But, as the well-known argument goes, teaching prescribed math and reading content doesn't help students build the skills like creativity, problem-solving and adaptability they need to adapt in the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">world outside of school\u003c/a>.\u003c/p>\n\u003cp>Many educators are hoping that as \u003ca href=\"http://www.corestandards.org/\">Common Core State Standards\u003c/a> roll out across the country, teaching and assessment can focus more on problem-solving and the process of getting to an answer, rather than a focus on the answer itself. But, even those process-oriented skills will be assessed with a standardized test – either the \u003ca href=\"http://www.smarterbalanced.org/\">Smarter Balanced Assessment \u003c/a>or \u003ca href=\"http://www.parcconline.org/\">Partnership for Assessment of Readiness for College and Career\u003c/a>s (PARCC).\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The notion that we have to make accountability an easily measurable test item is one notion of accountability, but by no means the most useful for kids, for teachers or for the society as a whole.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>The Smarter Balanced Consortium conducted a pilot of their test earlier this year to help participating schools get a sense of what the tests would be like, as well as to evaluate logistical challenges in administering the computer-based test. An \u003ca href=\"http://www.edweek.org/dd/articles/2013/06/12/03commoncore.h06.html\">Education Week article\u003c/a> explains:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>The biggest idea that the pilots underscored for many educators was that the key for getting ready for the tests is not just getting the technology ready, but also having students and teachers know the standards.\u003c/em>\u003c/p>\n\u003cp>\"I think we have to make sure we are teaching and assessing with intent on the common core,\" Henson [a Michigan superintendent of instruction] says. \"It is really skills-based. Reading, writing, and listening skills are a huge part of being able to take that test.\"\u003c/p>\n\u003cp>The article indicates that teachers will still be teaching to the test -- they’re just hoping the test will measure how a learner thinks, not just what they've memorized. That’s the big question, and early studies suggest they will.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cse.ucla.edu/products/reports/R823.pdf\">One report [PDF]\u003c/a> conducted by \u003ca href=\"http://www.cse.ucla.edu/\">The National Center for Research on Evaluation, Standards & Student Testing\u003c/a>, or CRESST, at the University of California, Los Angeles indicates that the new tests “are likely to represent important goals for deeper learning, particularly those related to mastering and being able to apply core academic content and cognitive strategies related to complex thinking, communication, and problem solving.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/will-the-new-online-standardized-tests-be-different/\">Will the New Online Standardized Tests Be Different?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>But other education researchers wonder if high-stakes testing in any form can truly measure the skills that not only deepen learning, but turn a student into a life-long learner.\u003c/p>\n\u003cp>“People often try to figure out what makes a difference in education and they try to find different variables that might explain that difference,” said \u003ca href=\"http://works.bepress.com/brent_duckor/\">Brent Duckor\u003c/a>, a professor at San Jose State University focusing on assessment. “It’s been harder for people to measure, and put the resources around measuring, the so-called soft skills -- let’s call them resiliency, persistence, a sense of caring and engagement with school -- and to use those in conjunction with the more typical academic achievement measures.” The benefits of the harder-to-quantify skills aren't easily disentangled from academic achievement scores, making it hard to prove through tests that alternative teaching and learning styles can achieve measurable outcomes.\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>“The American educational system was as successful in the absence of high-stakes standardized, centralized forms of assessments, as it is now, perhaps more successful.”\u003c/strong>\u003c/aside>\n\u003cp>This tension arises clearly with one of the hottest topics in education right now – project-based learning. Many educators hope this method of teaching content through inquiry and exploration will implicitly deepen learning and shift it towards the goals outlined in Common Core.\u003c/p>\n\u003cp>“If we are going to measure something, it’s going to take time and it’s going to take resources and effort,” said Duckor. “And what we've seen is a lot less attention on measuring those skills in any rigorous or reliable way.” It would take much more time and money to really develop assessments that measure creativity or resilience, but states have neither the time, money nor political will to do so, Duckor said.\u003c/p>\n\u003cp>“To the extent that policymakers can go back to the drawing board and say, 'How could Smarter Balanced find ways to investigate the validity and the reliability of teacher claims,' we could say there would be an advance,” Duckor said. He’d like to see more alternative methods of assessment used.\u003c/p>\n\u003cp>School-based accountability, where student achievement and progression is determined by teachers, not a state test, is one such method that’s already been studied by researchers. New York City’s Central Park East Secondary School, a progressive poster child in the 1990s, provides an example of how school-based accountability works.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/how-do-you-measure-learning/\">How Do You Measure Learning?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Central Park East developed systems to assess student work that meet the \u003ca href=\"http://www.tcrecord.org/Content.asp?ContentId=17338\">criteria for authentic assessment\u003c/a> that well-known researchers like Stanford’s \u003ca href=\"https://ed.stanford.edu/faculty/ldh\">Linda Darling Hammond\u003c/a> have determined to be successful. In a soon-to-be-published \u003ca href=\"http://www.researchgate.net/publication/260741999_Assessing_Habits_of_Mind\" target=\"_blank\">article\u003c/a>, Duckor and co-author \u003ca href=\"http://gse.berkeley.edu/people/daniel-perlstein\">Daniel Perlstein\u003c/a> argue that the school evaluated projects by asking students to demonstrate knowledge, understand various perspectives on it, connect it to other learning, make conclusions based on varying sets of conditions and be able to discuss its relevance. Most of these elements were included in subject-based portfolios that students created and had to defend in front of a committee that included teachers, students and outside adults.\u003c/p>\n\u003cp>But Central Park East’s modelcouldn't hold up to the strong pressures for standardized testing. “The pressures to develop easily measured and easily routinized forms of assessment, and easily measured and easily routinized forms of teaching and learning, in turn, made the school increasingly less successful and less central to reform,” said Daniel Perlstein, professor of education history at the University of California, Berkeley. There has always been a reform movement pushing for more democratic and socially oriented education in the U.S., but historically those efforts haven’t faired well on tests.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"It would take much more time and money to really develop assessments that measure creativity or resilience, but states have neither the time, money nor political will to do so.\u003c/strong>”\u003c/aside>\n\u003cp>“The American educational system was as successful in the absence of high-stakes standardized, centralized forms of assessments, as it is now, perhaps more successful,” said Perlstein. “There are various forms of accountability and the notion that we have to make accountability an easily measurable test item is one notion of accountability, but by no means the most useful for kids, for teachers or for the society as a whole.”\u003c/p>\n\u003cp>Perlstein points to other measures of a school’s success. Are parents satisfied with the education their children are receiving? Are students engaged and excited to come to school? Those are measures of accountability that don’t carry much weight when it comes to funding, teachers salaries or national rankings, but might be the most important for encouraging life-long learners.\u003c/p>\n\u003cp>Moving away from tests as the only means to measure knowledge, both at the school level and on state tests, frees teachers up to teach in more dynamic ways. “It’s a question of whose accountability and for whose good,” said Duckor. “And what infrastructure do we have to support communities that would like to have school-based accountability, but at this point are being measured by somebody else’s yardstick?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For Perlstein, it comes down to the basic fact that teachers, students and schools have a deep capacity for engaging, thoughtful work, but aren't often given the credit for their efforts. “In schools across the country teachers are trying to figure out how to do their job better,” said Perlstein. “The systems of accountability we have, rather than helping them do that, typically get in the way of that.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29386/will-new-tests-measure-any-valuable-skills","authors":["234"],"series":["mindshift_20658"],"categories":["mindshift_193"],"tags":["mindshift_49","mindshift_20554","mindshift_1040","mindshift_627","mindshift_20514","mindshift_628"],"featImg":"mindshift_29498","label":"mindshift_20658"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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For more than 10 years, the word assessment has been synonymous with high stakes standardized tests, used to compare schools and states against one another, to allocate federal funding and increasingly to evaluate teachers. 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To that end, educators will find a \u003ca href=\"http://blogs.kqed.org/mindshift/2013/09/are-teachers-and-ed-tech-businesses-working-towards-the-same-goal/\">slew of tech products\u003c/a> that promise to make these formative assessments easier.\r\n\r\nTake a look at the posts below, which provide examples of how teachers are using technology to help assess student learning moment by moment, including one effort to use \u003ca href=\"http://blogs.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">video games for assessment\u003c/a>.\r\n\r\n\u003cstrong>DIG INTO ASSESSMENT\u003c/strong>\r\n\r\n1. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/01/the-importance-of-low-stakes-student-feedback/\">The Importance of Low-Stakes Student Feedback\u003c/a>\r\n\r\n2. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/06/will-new-tests-measure-any-valuable-skills/\">Rethinking Assessment: Trusting Teachers to Evaluate Student Learning\u003c/a>\r\n\r\n3. \u003ca href=\"http://blogs.kqed.org/mindshift/2011/07/beyond-the-bubble-test-how-will-we-measure-learning/\">Beyond the Bubble Test: How Will We Measure Learning in the Future?\u003c/a>\r\n\r\n4. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/04/in-an-era-of-global-competition-what-exactly-are-we-testing-for/\">In an Era of Global Competition, What Exactly Are We Testing For?\u003c/a>\r\n\r\n5. \u003ca href=\"http://blogs.kqed.org/mindshift/2012/03/how-do-you-measure-learning/\">How Do You Measure Learning?\u003c/a>\r\n\r\n6. \u003ca href=\"http://blogs.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCityEDU: Using Games for Formative Assessment\u003c/a>\r\n\r\n7. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/02/is-kindergarten-too-young-to-test/\">Is Kindergarten Too Young to Test?\u003c/a>\r\n\r\n8. \u003ca href=\"http://blogs.kqed.org/mindshift/2014/04/more-progressive-ways-to-measure-deeper-level-of-learning/\" target=\"_blank\">More Progressive Ways to Measure Deeper Level of Learning\u003c/a>","featImg":null,"headData":{"title":"ASSESSMENT Archives | KQED Mindshift","description":"Assessing, or measuring, students’ content knowledge and skills is one of the most complex and controversial topics of discussion in education. For more than 10 years, the word assessment has been synonymous with high stakes standardized tests, used to compare schools and states against one another, to allocate federal funding and increasingly to evaluate teachers. Many have argued that in their current state, assessments have become accountability tools that end up hurting teachers, rather than helpful tools for teachers. But the movement against standardized testing grows, as parents are choosing to opt their children out, even if it means there may be repercussions. Amidst this backlash against standardized tests, many schools and teachers are finding ways to give students meaningful feedback on their work before testing them, so they have time to improve or shift course. These formative assessments -- check-ins on how well students are learning stage by stage -- help teachers recalibrate and meet students they are. To that end, educators will find a slew of tech products that promise to make these formative assessments easier. Take a look at the posts below, which provide examples of how teachers are using technology to help assess student learning moment by moment, including one effort to use video games for assessment. DIG INTO ASSESSMENT 1. The Importance of Low-Stakes Student Feedback 2. Rethinking Assessment: Trusting Teachers to Evaluate Student Learning 3. Beyond the Bubble Test: How Will We Measure Learning in the Future? 4. In an Era of Global Competition, What Exactly Are We Testing For? 5. How Do You Measure Learning? 6. SimCityEDU: Using Games for Formative Assessment 7. Is Kindergarten Too Young to Test? 8. 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