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1/3 Shift from asking “How should we measure the performance of students/teachers/schools?” to “How should we ASSESS…?” The 1st verb locks us into one particular, highly problematic form of assessment: the kind that reduces complex phenenomena (like understanding) to numbers...
2/3 …It’s rather like the difference between asking “Whose car should we take to the park today?” and “How should we get to the park today?” The former excludes the possibility of walking, biking, public transit, etc. - & commits us to transportation w/notable disadvantages
3/3 For more, read Jim Nehring on how rich assessment is “a more nuanced but less precise enterprise [than measurement] involving evidence, intelligence, conversation, & judgment" (ow.ly/RxqIh). Or my essay “Schooling Beyond Measure”: is.gd/NvlZXS
