Kathy Lawrence on 2008-11-21
After tutoring my friends kid for the OGT, I really get the difference between how our kids are tested in the real world and the assessment of the 21st century skills that we profess to be committed to teaching
This link has been bookmarked by 51 people . It was first bookmarked on 11 Nov 2008, by Alice Barr.
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Margie VigneriNYCWP tech class
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Sheryl A. McCoyProblem based summative assessments; based on real world problems
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J BlackNew assessments like the CWRA, however, illustrate that the skills that really matter for the 21st century—the ability to think creatively and to evaluate and analyze information—can be measured accurately and in a common and comparable way. These emergent models also demonstrate the potential to measure these complex thinking skills at the same time that we measure a student's mastery of core content or basic skills and knowledge. There is, then, no need for more tests to measure advanced skills. Rather, there is a need for better tests that measure more of the skills students' need to succeed today. … Read the full report: Measuring Skills for the 21st Century
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Tony SearlNot many public school students take assessments like the CWRA. Instead, most students take tests that are primarily multiple-choice measures of lower-level skills in reading and math, such as the ability to recall or restate facts from reading passages a
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Joe WoodWhen ninth-graders at St. Andrew's School, a private boarding school in Middletown, Delaware, sat down last year to take the school's College Work and Readiness Assessment (CWRA), they faced the sort of problems that often stump city officials and adminis
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Pat SineWhen ninth-graders at St. Andrew's School, a private boarding school in Middletown, Delaware, sat down last year to take the school's College Work and Readiness Assessment (CWRA)
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Patrick HigginsNeed to read this today.
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Shanta RohseThere is, then, no need for more tests to measure advanced skills. Rather, there is a need for better tests that measure more of the skills students' need to succeed today.
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Will RichardsonWhen ninth-graders at St. Andrew's School, a private boarding school in Middletown, Delaware, sat down last year to take the school's College Work and Readiness Assessment (CWRA), they faced the sort of problems that often stump city officials and adminis
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Tami BrassWhen ninth-graders at St. Andrew's School, a private boarding school in Middletown, Delaware, sat down last year to take the school's College Work and Readiness Assessment (CWRA), they faced the sort of problems that often stump city officials and administrators, but rarely show up on standardized tests, such as how to manage traffic congestion caused by population growth. "I proposed a new transportation system for the city," said one student describing his answer. "It's expensive, but it will cut pollution."
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Cindy KendallAn interesting research report from Education Sector in Washington DC
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College Work and Readiness Assessment
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no reason to separate the acquisition of learning core content and basic skills like reading and computation from more advanced analytical and thinking skills, even in the earliest grades.
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and they were expected to demonstrate proficiency in subjects like reading and math as well as mastery of broader and more sophisticated skills like evaluating and analyzing information and thinking creatively
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Debra HicksEducation Sector: Research and Reports
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Julie LindsayNew assessments like the CWRA, however, illustrate that the skills that really matter for the 21st century—the ability to think creatively and to evaluate and analyze information—can be measured accurately and in a common and comparable way. These emergent models also demonstrate the potential to measure these complex thinking skills at the same time that we measure a student's mastery of core content or basic skills and knowledge. There is, then, no need for more tests to measure advanced skills. Rather, there is a need for better tests that measure more of the skills students' need to succeed today. …
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Jeff JohnsonWhen ninth-graders at St. Andrew's School, a private boarding school in Middletown, Delaware, sat down last year to take the school’s College Work and Readiness Assessment (CWRA), they faced the sort of problems that often stump city officials and administrators, but rarely show up on standardized tests, such as how to manage traffic congestion caused by population growth. "I proposed a new transportation system for the city," said one student describing his answer. "It's expensive, but it will cut pollution."
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Alice BarrWhen ninth-graders at St. Andrew's School, a private boarding school in Middletown, Delaware, sat down last year to take the school’s College Work and Readiness Assessment (CWRA), they faced the sort of problems that often stump city officials and administrators, but rarely show up on standardized tests, such as how to manage traffic congestion caused by population growth. "I proposed a new transportation system for the city," said one student describing his answer. "It's expensive, but it will cut pollution."
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