Big Results Now: Are we going to measure the truly important outcomes to our children or just we will focus on the outcomes that we know how to measure?
As educators, we have created ways to asses and measure a number of educational outcomes, but we do not often ask ourselves if we are measuring the truly important outcomes or primarily focusing on the outcomes that we know how to measure.
The important outcomes may be difficult to assess. Are we focusing too much on those that can be more easily measured?
Why is it that we ask certain questions and not others? Why do we prioritize and asses certain skills and content but not others?
What historical factors or historical accidents have brought us to our present state?
Imagine a learner sitting beside another person who is helping that learner determines what she or he knows or can do.
More important, how different this sitting-beside image is from the image of five rows of learners, each hunched over a piece of paper, struggling to choose the correct answers to a list of questions.