Summary - Chapter 10: Measuring Learning
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MEASURING LEARNING |
TESTING INTELLIGENCE AND MEMORY: THE MODERN PAST |
MEASUREMENT BY STANDARDS: MORE RECENT TIMES |
SYNERGISTIC FEEDBACK: TOWARDS NEW LEARNING |
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Dimension 1: Assessment |
• Intelligence: assessing the natural limits of ability in individuals and groups • Assessing knowledge as evidenced in medium-term memory |
• All children with developmental disabilities can achieve equivalent outcomes • Focus on disciplinary understanding and performance |
• Recursive feedback, formative assessment • Focus on knowledge representations • Collaborative intelligence • Metacognition • Differentiated learning |
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Dimension 2: Evaluation |
• Teacher and school ‘inspection’ |
• Systematic evaluation of educational programs |
• Asking bigger questions about purposes and groups who are silently excluded |
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Dimension 3: Research |
• Little or no educational research |
• Quantitative research • Qualitative research • Mixed methods |
• An holistic view |