Summary
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Subject index
When numbers become people, learners thrive Waves of data–indigestible, dehumanized, and disaggregated–are crashing into the education system every day, driving you to distraction. But imagine a world where you’re not being drowned by data, but inspired by it; where that data has a FACE and gives you focused information on how to reach every student. Sharratt and Fullan turn worldwide research into a road map for school leaders to use ongoing assessment to inform instruction and drive equity at the classroom, school, district, and state levels. Inside you will find • A fresh look at data to incorporate new learning • Updated case studies, figures, and vignettes • Insights from more than 500 educators in answering the 3 research questions: Why do we put FACES on data? How do we put FACES on data? and What are the top three leadership skills needed to do this work? • An integrated approach to using the 14 Parameters to enhance Deep Learning and critical thinking • Tools for committing to “equity and excellence” FACES is about setting up the conditions for success in every classroom: identifying the right factors, at the right time, with the right resources. Its focus on student-centered data will help you: ◦ Increase learners’ growth and achievement ◦ improve engagement that results in students, teacher and leader empowerment ◦ build cultures of learning ◦ drive a learning environment of continuous improvement
Making It Work in Practice—Assessment Literacy
Making It Work in Practice—Assessment Literacy
Assessment has been the Achilles heel of educational reform. In the United States, especially since the 2001 No Child Left Behind legislation imposed standardized tests, the system has diverted practitioners away from school and system improvement as a process of capacity building and corresponding improvement. Instead, in the intervening twenty years, test scores have become the end in themselves—the be all and the end all. It is similarly true of other global jurisdictions such as NAPLAN, the national assessment in Australia.
The main problems with standardized assessments are: The tests and results are detached from the improvement process; new more fundamental goals such as those related to deep learning competencies like Critical Thinking (as ...
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