Rethinking assessment in education: The case for change - CSE LEADING EDUCATION SERIES
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02 CSE LEADING EDUCATION SERIES APRIL 2021 Rethinking assessment in education: The case for change B IL L LUC A S
Acknowledgements Contents All my colleagues at Rethinking Assessment, especially Rosie 2 Introduction Clayton, Peter Hyman, Rachel Macfarlane and Al McConville; to the Edge Foundation for its support; and to the team at UCL 3 The wrong kind of nets for catching School of Management for their research. young people’s strengths Many along the way whose work has influenced my thinking about assessment, including: Michelle Anderson, Ken Baker, 5 An education system fit for purpose? Geoff Barton, Ron Berger, Sarah-Jayne Blakemore, Roy 12 The problem with educational Blatchford, Esther Care, Christine Cawsey, Guy Claxton, Paul Collard, Art Costa, Angela Duckworth, Carol Dweck, assessment today Charles Fadel, Sharon Foster, Michael Fullan, Valerie Hannon, 19 Revisiting the purposes of assessment John Hattie, Lois Hetland, Rosemary Hipkins, David Howes, Tony Mackay, Geoff Masters, Jonnie Noakes, James Pellegrino, 23 Promising practices from across David Perkins, Mario Piacentini, Sandra Milligan, Andreas the world Schleicher, Ellen Spencer, Michael Stevenson, Louise Stoll, Stéphan Vincent-Lancrin, Dylan Wiliam. 33 Visible progress 38 References ISSN 1838-8566 ISBN 978-1-925654-57-8 © 2021 Centre for Strategic Education, Victoria. The Centre for Strategic Education welcomes usage of this publication within the restraints imposed by the Copyright Act. Where the material is to be sold for profit then written authority must be obtained first. Detailed requests for usage not specifically permitted by the Copyright Act should be submitted in writing to: The Centre for Strategic Education Mercer House, 82 Jolimont Street, East Melbourne VIC 3002 Produced in Australia by Centre for Strategic Education Mercer House, 82 Jolimont Street, East Melbourne VIC 3002 Editorial Team: Tony Mackay, Keith Redman, Murray Cropley, Andrew Miller
Rethinking assessment in education: The case for change B ILL L U C A S Introduction This paper is the second in the CSE evidence-based in teaching and learning, we Leading Education Series and a are failing to keep up with the science of collaboration between CSE in Australia assessment, preferring to rely on outdated, and Rethinking Assessment in England. outmoded and unsubtle methods. Across the world assessment is not Our young people require all of us working working. We are not evidencing the kinds in education to establish greater clarity of dispositions and capabilities that about the uses of assessment in education, society increasingly wants. Educational linked to a greater understanding of the jurisdictions are placing too much reliance science of assessment. on high-stakes, standardised testing. They We need nothing less than a paradigm shift are testing the wrong things in the wrong in our understanding about how best to ways. High-stakes assessment is having create assessment systems that use more a damaging impact on the health and effective ways of evidencing the full range wellbeing of students and it is not giving of student progress. universities, colleges or employers the kind of information they want. Assessment is In addition, we want to move rapidly from out of sync with curriculum and pedagogy. theoretical debate to practical prototyping Where we have become increasingly and implementation. Rethinking assessment in education: The case for change / 2
The wrong kind of nets for catching young people’s strengths To solely use standardised achievement tests is like casting a net into the sea – a net that is intentionally designed to let the most interesting fish get away. Then, to describe the ones that are caught strictly in terms of their weight and length is to radically reduce what we know about them. To further conclude that all the contents of the sea consist of fish like those in the net compounds the error further. We need more kinds of fish. We need to know more about those we catch. We need new nets. (William T Randolph, Commissioner of Education, Colorado1) Metaphors abound in education. From In the UK, for example, GCSE exams the Greeks via the Romans we took the routinely fail 33 per cent of all sixteen idea that a child’s mind was a tabula rasa year olds. The students who do not make or blank slate. Children, the comparison the grade have become known as the suggests, know nothing and bring nothing; ‘forgotten third’ (Association of School all is dependent on the experiences that and College Leaders, 2019). The system adults offer them. They are empty vessels has sifted ‘sheep’ from ‘goats’, but the waiting for those more knowledgeable than public, the shepherd in this analogy, has them to fill up their minds. little understanding of what it all means and the goats, the third who ‘fail’, are There are many other left with nothing much to show for their metaphors we might draw ATAR is a ladder in an on that are more cheerfully compulsory schooling. educational game of expansive: a search for hidden In Australia, the Australian Tertiary snakes and ladders, treasure; an odyssey; discovery; Admission Rank (ATAR) is a kind of whose higher rungs challenge. Randolph net, too. The score out of 100 hold out a promise of When it comes to assessment, gives Australian youth a certain kind of success, which turns out weight and length and then produces William Randolph’s a rank order. ATAR is a ladder in an to equate to abstract thoughtlessly designed net educational game of snakes and ladders, rather than to real- seems an apt image for our whose higher rungs hold out a promise world intelligence. times. For, in different ways, of success, which turns out to equate educational assessment to abstract rather than to real-world systems across the world intelligence. have become very good at weighing and measuring students, without reflecting on The Randolph net metaphor originated whether the assessments they are making in the USA, where, notwithstanding are relevant, meaningful or useful, and considerable varieties in provision between without considering the consequences of states, it is reasonable to assume that it the assessment process. has currency as a provocation beyond Colorado. 3 / CSE Leading Education Series #02 April 2021
Words matter too. The nouns and verbs we Each of these words says something use in connection with assessment come about the kind of learning imagined, the freighted with semantic and educational method by which it might be assessed, the baggage. perspective from which such assessment is made and the validity or value that might achievement, attainment, assessment, be placed on the approach being described. baccalaureate, badge, (balanced) score- card, competition, curriculum vitae, As we unpack the practices of assessment, demonstration, diploma, evidence, it may be helpful to stay close to the exam, exhibition, expedition, feedback, words which have least baggage, such illustration, interview, observation, as ‘evidence’ or ‘record’ (noun and verb) passport, performance, portfolio, and phrases like ‘track the progress of’. presentation, profile, project, publication, Too often we invest the scores and grades qualification, record, score, score-card, used in end of school qualifications with a task, test, transcript, viva … scientific validity they do not possess. achieve, attain, assess, curate, We need new educational nets to catch demonstrate, display, evidence, more of the capabilities young people need examine, exhibit, illustrate, measure, to thrive today. present, qualify, record, score, test, track (the progress of) … Rethinking assessment in education: The case for change / 4
An education system fit for purpose? The pervasive obsession with academic grades and degrees, and corresponding elite rewards at the expense of other people … results in narrow learning that severely distorts what people learn and need in the 21st century. Michael Fullan, 2021, p 8 Across the world there has been growing The beginnings of a global discontent with the content of school curricula, ever since the arrival of the curriculum twenty-first century with its attendant Today there are a dozen or so well regarded millennial symbolism. In addition to models of what contemporary curricula traditional subjects such as literacy, maths should look like. The World Economic and science, it is widely argued that Forum (2015) is widely cited (see Figure 1). schools need to focus on what students can Whether framed as foundational literacies, do and who they are becoming. competencies or character qualities, it is increasingly recognised that, in our digital age, there are more core literacies than Figure 1. 16 skills for the twenty-first century (World Economic Forum, 2015) 21st century skills Foundation literacies Competencies Character qualities How students apply core How students approach How students approach skills to everyday tasks complex challenges their changing environment 1. Literacy 7. Critical thinking/ 11. Curiosity problem solving 2. Numeracy 8. Creativity 12. Initiative 3. Scientific 9. Communication 13. Persistence/grit literacy 4. ICT literacy 10. Collaboration 14. Adaptability 5. Financial literacy 15. Leadership 6. Cultural and civic literacy 16. Social and cultural awareness LIFELONG LEARNING 5 / CSE Leading Education Series #02 April 2021
Figure 2. Center for Curriculum is the one developed by the Center for Redesign 4D Framework 1.02 Curriculum Redesign (see Figure 2). There are many variants of such contemporary curricula – of which the one Knowledge Guy Claxton and I developed, Educating ‘What we know and understand’ Interdisciplinarity Ruby: What Our Children Really Need Traditional (ie, Mathematics) Modern (ie, Entrepreneurship) to Learn (2015), focusing on Confidence, Themes (ie, Global Literacy) Curiosity, Collaboration, Communication, Creativity, Commitment and Craftmanship is one. The approach adopted in New 21st Century Pedagogies for Deeper Learning3 (Character, Skills Learner Character Citizenship, Collaboration, Communication, ‘How we use ‘How we behave what we know’ and engage in Creativity and Critical Thinking) is another. the world’ We are building on the 3Rs of old to develop Creativity Mindfulness Critical Thinking Curiosity the 6 or 7Cs of today. Communication Courage Collaboration Resilience Ethics Whether people like or do not like Leadership the framing of these dispositions as Meta-Learning twenty-first century skills, or students as ‘How we reflect and adapt’ Metacognition twenty-first century learners (I do not, Growth Mindset finding the phrases vague, misleading © Centre for Curriculum Redesign and somewhat evangelical), there is now substantial common ground as to what we once thought. Whether we use words these dispositions or wider skills are. like ‘competencies’ or ‘character ‘(or both) Importantly this consensus includes there are certain important dispositions or perspectives from educationalists, parents, capabilities for living a good life, and for psychologists and researchers, as well as being a good learner, which schools have employers. a role in cultivating. Table 1 is an overview of different Another model with a broadly similar evidence-based lists of such dispositions framing of a contemporary curriculum (Lucas, 2019). Table 1. Dispositions for a lifetime of learning (Lucas, 2019) European Key Pellegrino and Gutman and Heckman and Lamb et al, 2017 Competences for Hilton, 2012 Schoon, 2013 Kautz, 2013 Lifelong Learning, 2007 • Communication • Critical thinking • Motivation • Perseverance • Critical thinking in mother tongue • Information literacy • Perseverance • Self-control • Creativity • Communication in • Reasoning • Self-control • Trust • Metacognition foreign languages • Innovation • Metacognitive • Attentiveness • Problem-solving • Digital strategies competence • Intellectual • Self-esteem and • Collaboration openness • Social self-efficacy • Motivation • Learning to learn competencies • Work ethic • Resilience • Self-efficacy • Social and civic • Resilience to adversity competences • Conscientiousness • Conscientiousness and coping • Openness • Sense of • Positivity • Perseverance • Creativity to experience initiative and • Communication entrepreneurship • Empathy • Collaboration • Cultural • Humility • Responsibility awareness and • Tolerance of expression • Conflict resolution diverse opinions • Engaging productively in society Rethinking assessment in education: The case for change / 6
A generic term, expansive education, Of course curriculum is only one of has been developed by the author and the three core elements of education colleagues at the University of Winchester, systems, the other two being pedagogy or (Lucas, Claxton and Spencer, 2013) to instruction (how the curriculum is taught) describe the kinds of dispositions that are and assessment (how performance and desirable for success at school and in life, progress is evidenced). Of significance for and how these can be interleaved into the this report is the chronic disjoint between subject disciplines of the school timetable. curriculum, pedagogy and assessment with, as yet, no focus or guidance on Research by the Brookings Institution the teaching or assessment of these (Care et al, 2016) has shown that, competencies/dispositions. across the world, such dispositions are gradually beginning to filter their Interestingly, the same Brookings research way into schools, with 36 countries shows a kind of league table of progress in mentioning them explicitly, 76 countries developing more expansive curricula in identifying skills related to them, 51 countries and states across the world (see locating them within the curriculum Table 3). and 11 mapping their progression over While the research does not cover every the lifetime of formal schooling. The educational jurisdiction in the world, it is scope and sequence documents of the worth noting that the countries and states Australian capabilities are an example of making most progress in implementing the last of these categories. Recently the new thinking about contemporary Brookings Institution, using the Center curricula according to this report are for Curriculum Redesign model, has Australia, British Columbia (Canada), produced an overview of the prevalence Singapore, Finland, Hong Kong, Victoria of dispositions/competencies in different (Australia) and New Zealand. educational jurisdictions (see Table 2). Table 2. The prevalence of Center for Curriculum Redesign competencies, (Taylor et al, 2020) Competency Inclusion Identification Progression Pedagogy Assessment Creativity 21 12 5 0 0 Critical thinking 21 11 6 0 0 Skills Communication 22 11 5 0 0 Collaboration 21 10 6 0 0 Mindfulness 17 10 5 0 0 Curiosity 17 7 3 0 0 Character Courage 9 5 5 0 0 Resilience 15 8 6 0 0 Ethics 18 10 4 0 0 Leadership 10 7 4 0 0 learning Metacognition 14 7 5 0 0 Meta- Growth mindset 14 6 5 0 0 7 / CSE Leading Education Series #02 April 2021
Table 3. The frequency of competencies/dispositions across jurisdictions (Taylor et al, 2020) Jurisdiction CRE CRI COM COL MIN CUR COU RES ETH LEA MET GRO Total Australia (Federal) 3 3 3 3 3 3 3 3 3 3 3 3 36 British Columbia (Canada) 3 3 3 3 3 3 3 3 3 3 3 3 36 Singapore 3 3 3 3 2 3 3 3 3 2 2 3 33 Finland 3 3 3 3 3 3 3 2 3 3 3 32 Hong Kong (China SAR) 2 3 3 3 3 1 3 3 2 2 3 3 31 Victoria (Australia) 3 3 1 3 3 1 3 3 3 3 26 New Zealand 2 2 2 2 2 2 2 2 2 2 2 22 Portugal 2 2 2 2 2 2 2 2 16 Chinese Taipei (aka Taiwan) 2 2 2 2 2 2 2 14 Denmark 2 1 1 1 1 1 1 1 1 1 11 England (UK) 2 1 1 1 2 1 1 1 1 11 Scotland (UK) 1 1 1 1 1 1 1 1 1 1 1 11 South Korea 2 2 2 1 2 1 1 11 Alberta (Canada) 1 1 1 1 1 1 1 1 1 1 10 New Brunswick (Canada) 1 2 2 1 1 1 1 1 10 New South Wales (Australia) 1 1 1 1 1 1 1 1 1 1 10 Massachusetts (USA) 1 1 1 1 1 1 1 1 1 9 Ontario (Canada) 1 1 1 1 1 1 1 1 1 9 China 1 2 2 1 2 1 9 USA (Federal) 1 1 1 1 1 1 9 Japan 1 1 1 1 1 5 Russia 1 1 1 1 4 Total 38 38 38 37 32 27 19 29 32 21 26 25 Researchers looked at the frequency of mentions in curriculum documents across 5 categories - Competency inclusion, Competency identification, Competency progressions, Competency pedagogies and Competency assessments. A “3” (blue) indicates that the jurisdiction has identified that competency in 3 categories, a “2” (orange) indicates that the competency was identified in two categories and so on. Differing approaches to that there is a middle way; that these are false binary positions. teaching and learning In such a mid-position we might be asking In terms of the kinds of pedagogy/ questions such as: instruction needed today to develop both the foundational literacies and the kinds of What kind of knowledge is it important desirable dispositions listed in Table 1, the for all young people to have? educational world has become unhelpfully What kind of dispositions is it important polarised. for all young people to acquire? One group, broadly those who might see How can we ensure that young people themselves as traditional, tends to argue acquire and apply useful knowledge in for the teacher’s role in transmitting a range of settings? knowledge and to favour didactic methods. The other, typically seen as progressive, How can we teach young people to argues for student-led approaches, such as work across subject disciplines, as problem-based learning. With Guy Claxton happens in the real world, ensuring that (Claxton and Lucas, 2015) I have suggested they have the necessary building blocks in place? Rethinking assessment in education: The case for change / 8
How can we ensure that important A misunderstanding of the role dispositions for learning and for life are best cultivated in a range of disciplinary of skills in learning contexts? There is much nonsense talked about skills How can we develop strength, breadth today. and depth in learning to facilitate its By those who see the acquisition of transfer across contexts? knowledge as the main purpose of Which pedagogies work best for education, an emphasis on skills is promoting deep learning? often portrayed as an attempt to dumb down or distract schools from their core How best to assess knowledge and purpose. evidence dispositions? By those who see dispositions and As argued so far, there is emerging capabilities as being centrally important, agreement as to the answers to the first two there is a temptation to hold fast to questions, with continuing discussions bigger concepts, such as creativity or about the other six. collaboration, without recognising that There are many other questions we they are in reality made up of aspects of could pose with regard to pedagogy or knowledge and clusters of skills. instruction, and many sources of evidence Knowledge and dispositions are not on which educators can draw (Hattie, polar opposites, just different ways 2008; Committee on Developments in the of categorising what we can learn. Science of Learning, 2000; Coe et al, 2020). The ‘currency’ of both is skills. Skills Importantly, any teacher reaching for such are what matter in life. Skills are the guidance will need to consider not just ‘connective tissue’ between knowledge which teaching methods promote success and dispositions. As we practise a skill in terms of typical examinations, but in different contexts we become more which methods also cultivate competent, confident and capable, until the kinds of dispositions or it becomes a disposition, something we Skills are what matter capabilities young people need. are disposed to do. Some examples, from in life. Skills are the Ideally, methods that effectively simple to more complex, might include ‘connective tissue’ promote both outcomes will be planning an essay; between knowledge chosen. and dispositions. delivering a speech; critiquing an argument; having a good idea when you need one; tying your shoelace; 9 / CSE Leading Education Series #02 April 2021
trying different approaches when faced Learning 2: with a tricky problem; Learning is the ability to consciously using your common sense when your modify understandings, beliefs and actions satnav takes you to a cul-de-sac not yet in response to evidence, experience, and updated in its software; reflection. reading the mood of those with whom Schooling is one of many environments in you are working; which humans develop the capability to exercise judgement and control over what facilitating a workshop where you are a they learn, how they learn, and what they content expert; or intend to do with what they have learned. facilitating a workshop when you have Assessment is the means by which only a basic knowledge of the context individuals receive useful information but can transfer facilitation skills learned about the development of their capabilities in other contexts to the task at hand. as learners over time. And, yes, recalling (Elmore, 2019, p 333) decontextualised information Assessment influences In this paper it is the second of these two in a pencil and paper not just what gets taught examination is a skill, but not conceptions that we shall be exploring. but how it gets taught one that adults need to use much in a digital age. The tail that wags the dog The deeper your knowledge and the more you practise your skills in a variety of So, to assessment. Almost anyone who has contexts, the more capable you become. worked in education knows that what gets Dispositions are clusters of skills which assessed by and large gets taught. You can have been practised so well that they have a bold and expansive curriculum, but have become habitual; you are routinely as the time of examinations draws close, disposed to deploy them; and skills are the the focus shifts to those aspects of the mechanism by which knowledge is applied curriculum which will be assessed. This is and dispositions are lived out. especially true in upper secondary schools as students reach the age when they move on to university, vocational training or Learning 2.0 employment. The decisions are complex for young people as they navigate their Richard Elmore (2019) helpfully next steps, and the means by which such summarises the consequences for school of decisions are made are often by ‘high- two very different conceptions of learning, stakes assessment’. as follows. Assessment influences not just what gets Learning 1: taught but how it gets taught. If Teacher Learning is the ability to recall and deploy X uses a particular teaching method for information and algorithms accurately and science with her class and students do appropriately. well in their assessments, while Teacher Y uses a different method and her class does Schooling is the mechanism by which we less well, then, assuming the classes share organise social and status consistent with similar enough characteristics, schools and this definition of learning. school systems will begin to draw lessons Assessment is the means by which we from this. Reasonably enough they will define, measure, evaluate, and confer ‘merit’, suggest that when teaching science the consistent with this definition of learning. methods chosen by Teacher X are the ones to use. Rethinking assessment in education: The case for change / 10
Most education systems are seriously in need of attention if they are to be fit for purpose. At first sight this is an intelligent system’s Most education systems are seriously in response, but what if assessments in need of attention if they are to be fit for science privilege decontextualised purpose. Curricula are changing, debates recall of scientific theory and simplistic are at least being had about pedagogy memorisation of scientific facts, which (Griffin, McGaw and Care, 2012; Vincent- neither encourage students to think and Lancrin, et al, 2019) but, despite some work like scientists nor equip them to promising initiatives, assessment needs go on to deeper study of science and some serious rethinking. its uses in society? What if thinking Eight years ago Geoff Masters suggested about assessment is not keeping up with that the ‘field of educational assessment advances in the learning sciences? In these is currently divided and in disarray’ in cases such a response would be dumb. Australia (Masters, 2013, p 1). I suspect The dog in the sub-heading of this section that this is still the case in Australia and is the school system and the tail that wags still the case for the majority of educational it is, of course, assessment. Also, mixing jurisdictions across the world today. my metaphors, the tails which seem to wag Let us turn now to what is wrong with so many school systems across the world educational assessment in more detail. are the fishing nets with which this section began. 11 / CSE Leading Education Series #02 April 2021
The problem with educational assessment today The measurement of deep learning must be always informed by a wealth of underlying assessment evidence that captures the complete picture of who students are, what they know and whether they are prepared to use that knowledge to advance their lives and others. (Joanne McEachen, Assessment for Deep Learning, 2017, p 12) There are many aspects of educational The risk is that schools create students assessment today which are failing. These dependent on direct instruction, fall into the four broad areas of cramming, drilling and coaching, reliant on expert instruction by teachers what is assessed (focus); who are expected to guide learners how it is assessed (methods); through a carefully prescribed body of the impact of the assessment process knowledge, assessed in predictable ways. (consequences); and (p 14) the uses made of the assessment (validity). An assessment focus that is Of course there is also a fifth too shallow and too narrow challenge: the degree to which Complex, higher order whatever we might want Currently, the knowledge that is typically skills are rarely assessed to measure can be reliably assessed is from a narrow range of subjects, assessed. rarely explored in depth and almost never in ways that recognise interdisciplinary. Practical knowledge the subtleties involved. In a recent review (2020a) and skill is not much assessed in general Many dispositions or Sandra Milligan and colleagues education, and individuals rather than cut across all of these capabilities known to teams remain the focus. Complex, higher categories elegantly when they be important in life are suggested that order skills are rarely assessed in ways that not assessed at all. recognise the subtleties involved (Darling- Without a focus on mastery of Hammond, 2017). Many dispositions or generic capabilities, assessment capabilities known to be important in life and teaching practices tend to privilege are not assessed at all. memorisation, essay writing, individual Assessments frequently require recall mastery of set content and solving of of content but rarely demand the kind problems with formulaic solutions. of deep thinking, problem solving or application needed in the real world. Rethinking assessment in education: The case for change / 12
Traditional areas, literacy, maths and Assessment methods that science continue to require considerable content to be tested, while newer are too blunt areas such as citizenship, engineering, Most tests used in schools still rely on sustainable development and ethical paper and pencil. They examine aspects understanding are only briefly explored. of knowledge and routine skills. They Except in a very few countries (Finland test students’ ability to remember and and Singapore are examples) there is little write about something, rather than apply or no interdisciplinary assessment.4 or do the thing they have been learning. Concepts and skills are tested in individual Practical knowledge and skill is rarely subjects and only very rarely across assessed even in those subjects where disciplines. it once used to be a central component, such as science. While tests often purport to be criterion- based, many countries effectively revert Students’ capabilities in planning and to norm-referencing either because of the undertaking extended investigations are scale used (the ATAR in Australia, for rarely assessed. example), or the external moderation by Although the ability to collaborate an accountability body that keeps levels with others is widely valued in the of achievement very similar year on year workplace it is only acknowledged at (as with GCSE in England). Even where school on the sports field or in music tests are explicitly criterion-based, grades and drama performances. often relate to syllabus content, rather than to more carefully sequenced learning While dispositions or capabilities are progressions. becoming more visible in curricula they are rarely assessed; at a global Traditional assessment methods level PISA’s innovative domain tests typically fail to measure the high- of collaborative problem-solving and level skills, knowledge, attributes creative thinking are exceptions, as is and characteristics of self-directed the State of Victoria’s testing of critical and collaborative learning that are and creative thinking. increasingly important for our global economy and fast-changing world. (Griffin, McGaw and Care, 2012, p v–vi). Figure 3. A continuum of assessment methods, adapted from Darling-Hammond (2017), p 6 Shallow/Narrow Deeper/Wider Traditional tests Tests with Performance tasks Extended tasks Longer, deeper pencil and paper open-ended (1 day–1 week) (1–4 weeks) investigations often multiple- items and short requiring extended involving exhibitions choice for routine performance problem solving formulation/ (2–3 months) skills tasks carrying out of in multiple inquiries and modalities presentation of findings 13 / CSE Leading Education Series #02 April 2021
A recent High Resolves report (2020) Assessments need not be done in this proposes the concept of ‘strings-based way, as ‘Measuring progress provides a assessment’ (High Resolves, 2020, p 16) deliberate counterpoint to the traditional to exemplify the kind of blend or ‘strings’ practice of measuring achievement of immersive, repeated practices and at specific time points’ (Hipkins and real-world applications that may be Cameron, 2018, p 22). useful in evidencing high-order skills in citizenship education. The range of possible assessment methods educational Consequences that jurisdictions might choose from is actually are unhelpful wide (see Figure 3). In any assessment system there are Students are tested at set intended and unintended consequences, times rather than when they but it would seem fundamental to assume fundamentally, most are ready, often to meet the that an essential principle should be, as the assessments fail to needs of the next educational USA’s Gordon Commission on assessment capture the degree to provider or, frequently in 2013 noted, that assessment systems which students have ineffectively, of employers. should ‘do no harm’. These inflexible encounters progressed over time Sadly, the consequences of the focus and with assessment ignore the huge variety of student methods of many, especially high-stakes achievement levels, where ‘in any given assessments, are well-documented and year of school, the most advanced learners harmful in a number of ways, including in areas such as Reading and Mathematics leading students to conclude that they can be as much as five or six years ahead are failures (Education Policy Institute, of the least advanced learners’ (Masters, 2019); 2013, p 3), the fact that ‘attainment is only demotivating students to the extent that loosely related to age’ (Wiliam, 2007, p 248) they may not stay on at school or find and the differing levels of maturity found employment (Milligan et al, 2020a); in any cohort on account of birth dates. making it less likely that students will More fundamentally, most assessments fail see themselves as learners and want to to capture the degree to which students continue learning throughout their lives have progressed over time. Instead they (Tuckett and Field, 2016) … provide snapshots of achievement at causing negative impact on young particular points in time, but they do people’s wellbeing (Howard, 2020); not capture the progression of students’ conceptual understanding over time, exacerbating inequity (Au, 2016); which is at the heart of learning. This reducing performance through anxiety, limitation exists largely because most especially for students of lower ability current modes of assessment lack an (von der Embse et al, 2018); underlying theoretical framework of how student understanding in a content increasing irrelevance to employers domain develops. (Harvard Business Review, 2015);5 (Pellegrino, Chudowsky and Glaser, 2001, distracting from the huge importance of p 27–28). assessment for learning and assessment as learning (Birenbaum et al, 2015); Rethinking assessment in education: The case for change / 14
misunderstanding and undervaluing Dubious validity for many users wider skills and dispositions by not measuring them (Heckman and Kautz, Assessment serves many purposes, 2013), and perpetuating the myth that including the following. soft skills are easy to acquire and of less It certifies, selects and credentials value than so-called hard skills such as students for universities and colleges. core literacies; It is a sifting mechanism for employers. inviting a lack of trust in teacher It gives teachers information on the judgement in some jurisdictions progress of their students. (Harlen, 2005; Coe et al, 2020) which, in an unhelpfully reinforcing loop, It gives students actionable feedback can lead to lower levels of teacher on their progress and suggests potential assessment ‘literacy’. next steps. In The Testing Charade (2015), Koretz Across the world, however, there is a crisis reminds us of the danger of Campbell’s of validity, with growing dissatisfaction law, that from each of the main users. the more any quantitative social Universities and colleges indicator is used for social decision- Universities and colleges find the grades making, the more subject it will be to or scores they are provided with too crude corruption pressures and the more to be helpful, so that many are creating apt it will be to distort and corrupt consortia to work with schools to provide the social processes it is intended to more rounded information. The Mastery monitor (p 38) … When test scores Transcript Consortium,6 the New York become the goal of the teaching process, Performance Standards Consortium7 and they both lose their value as indicators the Comprehensive Learner Record,8 in of educational status and distort the the USA, and New Metrics for Success, educational process in undesirable in Australia,9 are indicators of a growing ways. unease with the status quo. (p 39) The National Academy of Education (2021) Employers points out that, to avoid unintended and Employers are frustrated that the sometimes unfair consequences, we need to current crop of academic and vocational qualifications leave them under-informed Communicate clearly (and often) about potential employees (Education the intended purposes and uses of Council, 2020; Confederation of Business particular assessments as well as any Industry (CBI), 2019). Many employers relevant context. are now qualification-blind in their (p 11) recruitment. In England, Rethinking Assessment has identified many examples of, predominantly, larger organisations that operate in this way, including Apple, Bank of America, BBC, the Civil Service, Clifford Chance, Google, The Guardian, Hilton, Microsoft, Penguin Random House, PricewaterhouseCoopers (PWC) and Starbucks. 15 / CSE Leading Education Series #02 April 2021
Many employers now develop their When passing tests is high stakes, own approaches to assessing potential teachers adopt a teaching style which employees. Often these are ‘strength- emphasises transmission teaching of based’ aptitude tests, looking to see what knowledge, thereby favouring those capabilities and values candidates have to students who prefer to learn in this better enable them to work productively way and disadvantaging and lowering with others, seeking to establish a more the self-esteem of those who prefer balanced scorecard than mere exam grades. more active and creative learning experiences. As Professor Tristram Hooley, Chief Research Officer of the (Harlen and Deakin Crick, 2002, p 4) Teachers ... are Institute of Student Employers concerned variously Wherever you are in the world, the in England, puts it, COVID-19 pandemic has provided about the way that a dramatic interruption of normal tests privilege certain Most employers don’t worry if a candidate knows a little bit less assessment activity. PISA’s 2021 tests are subjects over others, currently rescheduled until 2022. Across about theories of population especially ‘academic’ the world, school examinations for 18-year- migration or the nineteenth over practical, and century novel. But they will olds or 19-year-olds have been cancelled, how an emphasis on care a lot about candidates’ postponed or simplified.12 In many cases memorisation can lead ability to learn, to think on these changes have required students to rely on teacher-assessed grades. While to shallower and less their feet, to be resilient in the this can be seen as a positive development enjoyable learning, face of knock backs, and so (inviting innovation in methods), in on.10 especially at upper practice it has caused additional stress secondary level The old narrative of working among teachers who may not yet be hard, getting good grades assessment literate enough to undertake at school, going to a good such testing without an appropriate university and securing a well-paid job infrastructure of moderation and training, is increasingly fractured. Employers are along with equitable appeals processes. becoming aware that, ‘when it comes to predicting job performance, aptitude tests Students are twice as predictive as job interviews, Students are increasingly unsettled. In three times as predictive as job experience, one part of their world they have moved and four times as predictive as education from an era of television programs to be level’.11 watched at set times, to unlimited on- Teachers demand consumption of You-Tube, TikTok and streaming services; from books which Teachers have had rising degrees of needed to be learned, to an Internet which dissatisfaction with the status quo since can be searched. Not so their examinations, the millennium. They are concerned which mostly require pencil and paper variously about the way that tests privilege completion on a set date and considerable certain subjects over others, especially feats of memory. ‘academic’ over practical, and how an emphasis on memorisation can lead to When it comes to high-stakes assessment, shallower and less enjoyable learning, there is widespread and ongoing stress especially at upper secondary level. This among students, as this blog13 on the website was evident in England two decades ago. of Ofqual (The Office of Qualifications Rethinking assessment in education: The case for change / 16
and Examinations Regulation) in England Can dispositions be measured? highlights. In The Testing Charade, Daniel Koretz quotes an alarming letter from New In the last few decades we have made York principals to parents. real progress in understanding how best to evidence dispositions more generally We know that many children cried (Soland et al, 2013; Darling-Hammond, during or after testing, and others 2017; Siarova et al, 2017; Care et al, 2018). vomited or lost control of their bowels In some cases real progress is being made or bladders. Others simply gave up. One in developing useful standard measures of teacher reported that a student kept specific aspects of some key dispositions, banging his head on the desk … for example of ‘grit’ (Duckworth and (Koretz, 2017, p 2) Quinn, 2009). Interestingly, it is through tests like PISA Educational jurisdictions that we have been able to make significant An educational jurisdiction’s performance breakthroughs in our understanding of is also judged through international how two key dispositions/competencies, assessments. Assessments are used as collaborative problem solving14 and a means by which society rates, often creative thinking15, can be assessed in an in very limited ways, the performance online test. (I have been involved in helping of its schools. Using tests such as the to shape the second of these two tests.) Programme for International Student We have been assisted in this process by Assessment (PISA), Trends in International advances in assessment technology. For Mathematics and Science Study (TIMSS) example, evidence-centred design, and Progress in International Reading a way of creating assessments that better Literacy Study (PIRLS), the success of demonstrate how test-takers’ inferences individual jurisdictions can be compared are made and their reasoning is developed internationally. These have a powerful as they approach assessment tasks, is a impact on both what is tested and how it is promising approach. evidenced, but that is beyond the scope of this discussion. 17 / CSE Leading Education Series #02 April 2021
Table 4. Methods of evidencing progress in creativity (Lucas and Spencer, 2017, p 160) Student Teacher Real-world Online Real-time feedback Criterion-referenced Expert reviews Reliable, validated Photos grading Gallery critique online tests Self-report Rating of products Authentic tests Digital badges questionnaires and processes eg displays, E-portfolios Logs/diaries/journals Structured interviews presentations, Performance tasks interviews, Peer review podcasts, Group critique Capstone projects films Badges Exhibitions Portfolios In my own work in the UK and in In 2016 the journal Applied Measurement Australia, working with schools and in Education compiled a special issue school systems and drawing on a wider focusing on the assessment of so-called OECD study (Vincent-Lancrin, et al, 2019) 21st century skills.17 It focused on four with which I was involved exploring the types of dispositions: collaborative problem assessment of creativity, I have found that solving; complex problem solving; digital a clear understanding of what creativity is, and information literacy; and creativity, along with an understanding of learning to which I contributed our research at the progression, is a necessary starting point. University of Winchester, (Lucas, 2016). Then, provided a range of different In the spirit of scientific enquiry, the issue perspectives are acknowledged, it is focused on both what we do know and possible to provide students and teachers what we do not yet fully understand. It with robust evidence of progress over time offered some promising approaches, some (see Table 4). of which are already being used by PISA. Importantly, we need multimodal Just as these days few contest the notion assessment to gain an accurate picture, of the learning sciences as a valid lens to using perspectives from at least three explore teaching, so we need a similar shift columns in Table 4. in building the science of assessment. I’ll say more about this in the final section. However, we have a way to go yet. As Daniel Willingham reminded us in 2013, in his blog, we’re far from agreed-upon measures. Just how big a problem is that? It depends on what you want to do. If you want to do science, it’s not a problem at all. It’s the normal situation.16 Rethinking assessment in education: The case for change / 18
Revisiting the purposes of assessment Assessments must fully represent the competencies that the increasingly complex and changing world demands. The best assessments can accelerate the acquisition of these competencies if they guide the actions of teachers and enable students to gauge their progress. (Gordon Commission, 2013, p 7) Over the last few decades we have Twenty years ago the Committee on progressively lost our way with the Foundations of Assessment in the educational assessment. What we assess USA (National Research Council, 2001) grows ever further away from what we considered the degree to which advances want young people to be able to know, do, in the cognitive sciences were impacting be and become in the complex world in on educational assessment. The central which they live today. The focus of most problem it identified is that ‘most widely systems is on summarising used assessments of academic achievement rather than understanding, are based on highly restrictive beliefs We seem happier using recalling rather than applying, about learning and competence not fully noticing deficiencies rather in keeping with current knowledge about numbers rather than than celebrating strengths. human cognition and learning’ (p 1). The narratives, keener on We seem happier using report explores many of the then-current judging rather than numbers rather than narratives, kinds of assessment and exposes these prompting improvement. keener on judging rather than to rigorous scrutiny. It concludes with a prompting improvement. vision of assessment that has still not been realised in education: Previous attempts to In the future envisioned by the committee, educational assessments rethink assessment will be viewed as a facilitator of high The Assessment Reform Group in the levels of student achievement. They UK made ground-breaking progress in its will help students learn and succeed in exploration of the value of assessment school by making as clear as possible for learning between 1996 and 2010, to them, their teachers, and other something which has subsequently spread education stakeholders the nature of across the world, albeit always in tension their accomplishments and the progress with the tendency of systems to prefer of their learning. summative data, (Birenbaum et al, 2015). (p 292) For a long while (Black and Wiliam, 1998) we have known that formative assessment In 2006 a group of states in Canada worked is effective in promoting improvements in with Lorna Earl and Steven Katz to, as they student learning. described it, ‘rethink classroom assessment 19 / CSE Leading Education Series #02 April 2021
with purpose in mind’. The document In Australia, at the same time as the provides a framework for thinking about Gordon Commission, the Australian the purposes of assessment. Its reminders Council for Educational Research (ACER) about the distinctions between assessment undertook a review of educational for, as and of learning are clear and succinct: assessment, (Masters, 2013). Geoff Masters reminds us that ‘the fundamental purpose Assessment for learning is designed of assessment is to establish where to give teachers information to learners are in their learning at the time modify and differentiate teaching and of assessment’ (p 5–6). In a thoughtful learning activities. It acknowledges and prescient overview Masters points that individual students learn to the folly of age-related testing, the in idiosyncratic ways, but it also failure of assessment to enable effective recognizes that there are predictable differentiation in teaching, the way in patterns and pathways that many which it supports ‘traditional approaches students follow. to schooling, including the assembly- Assessment as learning is a process line model, whole-class teaching, age- of developing and supporting based curricula’ (Masters, 2013, p 4), its metacognition for students. Assessment ignoring of important life skills such as as learning focusses on the role of collaborative working, and its pedestrian the student as the critical connector use of technology. Not much has changed between assessment and learning. in the eight years following the ACER review. Assessment of learning is summative The COVID-19 pandemic, as well as in nature and is used to confirm requiring educational jurisdictions to what students know and can do, rethink their approach to assessments, at to demonstrate whether they have least temporarily, has forced educators to achieved the curriculum outcomes, think more carefully about issues of equity and, occasionally, to show how they are as we recover from the pandemic. placed in relation to others. Assessments, if used properly, can (Earl and Katz, 2006, p 13–14) help us to mitigate the impacts of the The Gordon Commission in the COVID-19 pandemic for years to come. USA in 2013 made a number of key If used improperly, assessments may recommendations, about designing and waste precious instructional time and implementing assessment that supports resources, worsen inequities, reinforce a more ambitious and expansive vision misperceptions as to sources of inequity, of education. It is vitally important, the and impede sound education policy. Commission argued, that assessments (National Academy of Education, 2021, p 13). best represent the kind of learning New Metrics for Success18 at Melbourne students will need to thrive in the world University in Australia, the Brookings that awaits them beyond graduation Institution in the USA19 and Rethinking (p 8) … Assessments must advance Assessment20 in England are three competencies that are matched to the examples of organisations trying to find era in which we live. Contemporary saner solutions to many of the issues noted students must be able to evaluate the in these earlier attempts to reimagine validity and relevance of disparate assessment. Also we are starting to move pieces of information and draw with an urgency and a focus on practical conclusions from them. solutions. (p 9) Rethinking assessment in education: The case for change / 20
Many schools that have been particularly successful in reducing opportunity and achievement gaps for traditionally marginalized students – producing high graduation and college success rates – have adopted mastery-oriented performance-based assessments that build higher order thinking and performance skills, collaboration and communication skills, motivation and engagement, and a host of co-cognitive skills such as self-regulation, executive function, resilience, perseverance and growth mindset (p 121) … Performance assessments that encourage higher order thinking, evaluation, reasoning, and deep understanding are themselves tools for learning. (p 122) Along with an understanding of the The science of assessment purpose of any activity to evidence Over the last two decades there has been a performance and progress in education, step change in the way in which evidence these kinds of observations form the about learning is used by schools and bedrock of the assessment sciences that within school systems; the science of will help us take better decisions. To return learning is a widely accepted concept in to the metaphor of fishing with which I education. began this paper, the science of assessment will help us to cast the right kinds of nets. However, despite some occasional thoughtful publications (National Research Council, 2001), there has not been the same culture shift among teachers and Characteristics of high-quality policy-makers with regard to the science assessment systems of assessment. A Google search on ‘science In the last decade a significant number of of learning’ produces 1,840,000,000 results, reviews (Lai and Viering, 2012; Conley while one on ‘science of educational and Darling-Hammond, 2013; Bennett, assessment’ yields 655,000,000, the 2013; OECD, 2013; Masters, 2013; Soland, majority of which on closer scrutiny turn Hamilton and Stecher, 2013; Hill and out to be about the assessment of science Barber, 2014; Siarova, Sternadel and education. Mašidlauskaitė, 2017; Care et al, 2018; In a recent paper exploring implications O’Connell, Milligan and Bentley, 2019; for educational practice of the science Care, Anderson and Kim, 2019; Milligan et of learning (Darling-Hammond et al, al, 2020b) have looked at the implications 2020) it is noteworthy that assessment for systems wanting to move towards the does not merit a discrete section (despite assessment of deeper learning, what Elmore the fact that the paper is written by a calls ‘Learning 2’ (See page 10). team including an assessment expert). While analysing implications at a system Notwithstanding this, there are clear level is complex, and needs to take messages to be heeded. into account the differences between 21 / CSE Leading Education Series #02 April 2021
the political intentions of educational Authenticity jurisdictions, the convergence of thinking Increasing interest in strengths-based across these reviews – combined with the approaches, especially from employers. slowness with which their suggestions have been taken up – reminds us of how The need to design better performance- difficult it is to change assessment systems. based assessments. Common themes from evidence on high- A move towards scenario-based, quality assessment systems include the authentic assessment. following. A move towards assessments of investigations over longer time periods. Purpose and consequence The importance of understanding the Some interest in assessment on demand. purpose any assessment is intended to Increased opportunities for student serve. involvement and agency in the process. A growing recognition of assessment as Progression and improvement a tool for improvement at individual, The benefits of assessment for and as school and system level. learning. The tensions that exist between The need for multimodal approaches summative and formative approaches. to assessment, incorporating data from The many unhelpful consequences of a number of sources. high-stakes assessment. Quality infrastructure Depth and breadth A better understanding of when to use A need to evidence high-order thinking assessment of, for and as learning. skills reliably. The need for new assessment A requirement for better definitions of partnerships. dispositions and associated learning Enhanced teacher capacity in progressions. assessment literacy and moderation. The growing visibility of dispositions The desirability of international in the curricula of educational benchmarking. jurisdictions. Three things emerged at the metalevel. The desirability of assessments Systems need to decide what they value being pedagogically sensitive and before they determine what they seek educationally valuable. to evidence. An increasingly scientific The complexity of designing ways approach to the field of educational of fairly evidencing student progress assessment is required. While the direction within dispositions. of travel is increasingly clear, progress A growing interest in the concept of towards it is glacially slow. mastery. The need for flexibility to ensure that the full range of abilities can be fairly assessed. A focus on collaborative rather than just individual performance. Rethinking assessment in education: The case for change / 22
Promising practices from across the world Mā te kimi ka kite, Mā te kite ka mōhio, Mā te mōhio ka mārama. Seek and discover. Discover and know. Know and become enlightened. (Maori saying) There are many examples from which An overarching question here concerns just we can learn as we rethink the purposes how much knowledge we think students and practices of assessment. As the need to acquire at school and what kind Education Council (2020) reminded us in of knowledge that is. Across the world, its review of senior secondary pathways and reinforced by PISA’s focus, literacy, into work in Australia, we need to learn numeracy and science are generally from those who are actually trying things considered to be foundational. out, ‘Demonstration projects need to have If the answer to this question is ‘less than greater influence on the traditional core of we do now’, as many of us believe to be the how we measure educational success’. case, then we will need to understand any possible consequences for the curriculum in schools of reducing the core focus of Interrogating practices assessment. At Rethinking Assessment (RA) in At a more nuanced level we might want England, we have been exploring a number to look at the science curriculum to see of questions to better understand the which concepts are more relevant than nature of the problems with others given the size of the field; with which we are grappling, as we maths we might wish to re-emphasise An overarching question explore promising international content, prioritising, for example, statistics here concerns just how demonstrations of what might over some aspects of trigonometry. much knowledge we be adopted in England. We We might want to weigh the benefits think students need to have developed two sets of of interdisciplinary knowledge, either questions, one to do with expressed as, for example, STEM (Science, acquire at school and knowledge and skills (see Technology, Engineering and Maths) or what kind of knowledge Table 5), and another relating STEAM (Science, Technology, Engineering, that is. to dispositions and skills (see Arts and Maths), or through an Table 6). organisation of the curriculum into projects Skills, as I have argued earlier, are the requiring more than one discipline. Both connective tissue between knowledge and of these approaches are increasingly part dispositions. of university life21 but surprisingly absent from schools. 23 / CSE Leading Education Series #02 April 2021
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