http://www.npr.org/2013/12/26/257255808/future-series-examining-education
Darling-Hammond's comments were in many ways critical to the intense focus on test scores that has characterized education in the last decade. She made the observation that "adequate yearly progress" is an unattainable goal and that every school will be labeled failing under this measure. She does allow a role for testing in assessment and evaluation, but that recent testing policy seems to be punitive rather that constructive.
The interview also turns to the Common Core State Standards. The host portrays these new standards as "better" that what existed previously-- that position is common in the rhetoric surrounding the CCSS, but it is unsupported by any evidence and it seems contradicted by the recent push-back from educators and legislatures in states where they have been adopted.
We know that human understanding is heavily influenced by central concepts. The central concept that we see in the themes of this interview seems to be:
- Human learning can be measured via a test;
- There is a well-known body of knowledge that one needs to be educated.
The assumptions upon which this central concept of education are grounded need to be replaced if education is to be refreshed in a meaningful way. Consider the curriculum: As we observe the changes in society brought by information technology and the other factors "flattening the globe," the skills and knowledge one needs to navigate that world are changing in unpredictable ways. Because of this, it seems that the curriculum needs to be focused by skills that can be applied in a flexible manner and the truly educated with will very adaptable with his or her knowledge.
Consider the measurement of learning: While tests may be an appropriate measure for some knowledge, there are many authentic performances that capture the breadth of human knowledge that we can expect young people will need.
