Title: discussion cheered by
121st century students, 21st century skills, or,
how did we get here and where do we go next?
- discussion cheered by
- john tanner
- director, center for innovative measures
- ccsso
2Ill start with my 3 big assumptions
3one
measurement should induce the parts to do whats
good for the organization as a whole
From The Goal, by Eli Goldratt
4two
the product of a public education
is an individual, somewhere around the age of
eighteen,
who has
choices
5leadership matters
consistently high performing schools
the magic quadrant
achievement
execution
three
school leadership
vision
6once more, with feeling
1. measurement should induce educators to do
whats good for students
2. the product of an education is a student with
the ability to make choices
3. leadership matters
7talk objectives
- change the world
- make you incapable of thinking about education in
the same way you did when you woke up - reverse global warming
- determine whether the core of who and what I am
is due more to my charm or my devastating good
looks
8reform 1.0
skills, objectives, abilities, content, etc.
sound teaching for every child
standardsthe components
9alignment
curriculum, instruction, infrastructure, sound
teaching
skills, objectives, abilities, content, etc.
sound teaching for every child
standardsthe components
assessment, testing, diagnostics
10what
skills?
happened
to
11a student-based model of education
An educated student
Skills and competenciesapplication of knowledge
Student spending time in school
Content
12the axes are profoundly different
Expert
quality/degree
always contextualized
right or wrong
Student
tricky to measure
can be de-contextualized
easy to measure
Naïve
Simple
Complex
13why tests were sexy
the score could act as a proxy for other things
Expert
When a student tested well on some amount of
content
Naïve
Simple
Complex
14unintended consequence of accountability
Expert
the proxy inference lost its validity
Now when a student earns a score that is here
We had a research tool that had a correlation to
a desired skillnow success is correlative with
the tool, not the skill
what we know is limited to the tested content
Gets this
Doesnt get this
Naïve
Simple
Complex
15success is against the components
We drew lines against tests showing how much
students need to know
Success is primarily against the amount of
content taught, learned and then demonstrated on
that test
16student failure reemphasizes the components
Expert
While one remains hidden
Only one gap is exposed and gets real attention
Naïve
Simple
Complex
17where such failures focus instruction
Passing score
Well put the effort in this range
Student score
18measurement should induce the parts to do whats
good for the STUDENT as a whole
19accountability isn't the problem
real estate agents are
because success was unintentionally placed in
only one axis, we continuously look at teachers
and say
20try harder
21telling people to try harder is not a good
management technique
22the most common way we ask educators to try
harder
what are you going to do to raise test scores?
23if you tell someone who is trying hard to try
harder
cause and effect become irrelevant
24focus on the rest of the system
skills, objectives, abilities, etc.
sound teaching for every child
standardsthe components
25how one goes about doing that
Sample performance
But competency for grade is here
Sample performance
Sample performance
Sample performance
Sample performance
If a performance matches here
Sample performance
Sample performance
Performance Goal
Sample performance
The next level is a known entity
Sample performance
Performance Match
Sample performance
Sample performance
Sample performance
Sample performance
And no reduction has to take place
Sample performance
Sample performance
Sample performance
Sample performance
Sample performance
Sample performance
26education then becomes scalable
Success here
skills, objectives, abilities, etc.
Can be tracked back to here
sound teaching for every child
to understand what worked here
standardsthe components
27measurement should induce the parts to do whats
good for the organization as a whole
28the product of an education
29leadership
matters
30no student
shall leave my
classroom
without having written
well
once
31thanks for listening
(about global warming)