1 00:00:00,000 --> 00:00:03,480 Hey everyone, ready to ditch those boring classroom tests? 2 00:00:03,480 --> 00:00:05,080 Always ready for that. 3 00:00:05,080 --> 00:00:08,280 Well, today's deep dive is all about assessment. 4 00:00:08,280 --> 00:00:09,760 Ooh. 5 00:00:09,760 --> 00:00:11,680 But not just the did you pass kind of. 6 00:00:11,680 --> 00:00:12,560 OK. 7 00:00:12,560 --> 00:00:14,680 We are going way beyond that today. 8 00:00:14,680 --> 00:00:15,560 I like where this is going. 9 00:00:15,560 --> 00:00:18,040 We're going to dig into a 2017 article. 10 00:00:18,040 --> 00:00:18,480 All right. 11 00:00:18,480 --> 00:00:20,440 From hackscience.education. 12 00:00:20,440 --> 00:00:21,200 Gatschy. 13 00:00:21,200 --> 00:00:25,080 Called Three Questions About Assessment. 14 00:00:25,080 --> 00:00:25,800 Interesting. 15 00:00:25,800 --> 00:00:28,560 And just think of this deep dive as your cheat sheet. 16 00:00:28,560 --> 00:00:29,240 OK. 17 00:00:29,240 --> 00:00:32,880 To understanding what really matters in learning, 18 00:00:32,880 --> 00:00:34,400 whether you're cramming for finals. 19 00:00:34,400 --> 00:00:34,920 Right. 20 00:00:34,920 --> 00:00:38,000 Or just curious about how the world measures knowledge. 21 00:00:38,000 --> 00:00:39,560 I'm fascinated by this already. 22 00:00:39,560 --> 00:00:40,000 Me too. 23 00:00:40,000 --> 00:00:40,520 And you know what? 24 00:00:40,520 --> 00:00:41,520 It's super relevant. 25 00:00:41,520 --> 00:00:41,760 Yeah. 26 00:00:41,760 --> 00:00:44,120 Even if you're not in school anymore. 27 00:00:44,120 --> 00:00:45,160 Oh, I see that. 28 00:00:45,160 --> 00:00:45,440 Yeah. 29 00:00:45,440 --> 00:00:46,000 That's cool. 30 00:00:46,000 --> 00:00:49,160 It's a fascinating topic, especially when you consider 31 00:00:49,160 --> 00:00:51,800 how much the way we learn has changed. 32 00:00:51,800 --> 00:00:52,400 Oh, yeah. 33 00:00:52,400 --> 00:00:52,800 Absolutely. 34 00:00:52,800 --> 00:00:55,000 Even compared to like a decade or two ago. 35 00:00:55,000 --> 00:00:56,160 Like for example. 36 00:00:56,160 --> 00:00:58,120 Well, the article kicks off. 37 00:00:58,120 --> 00:00:58,560 OK. 38 00:00:58,560 --> 00:01:00,280 With this great comparison. 39 00:01:00,280 --> 00:01:00,920 I'm listening. 40 00:01:00,920 --> 00:01:01,200 OK. 41 00:01:01,200 --> 00:01:01,920 So get this. 42 00:01:01,920 --> 00:01:02,280 Yeah. 43 00:01:02,280 --> 00:01:04,200 The author's grandfather. 44 00:01:04,200 --> 00:01:06,040 Learned science from textbooks. 45 00:01:06,040 --> 00:01:06,640 Yeah. 46 00:01:06,640 --> 00:01:07,320 Makes sense. 47 00:01:07,320 --> 00:01:07,880 Right. 48 00:01:07,880 --> 00:01:09,320 But students today. 49 00:01:09,320 --> 00:01:09,800 Yeah. 50 00:01:09,800 --> 00:01:11,640 Are using simulations. 51 00:01:11,640 --> 00:01:12,160 Mm-hmm. 52 00:01:12,160 --> 00:01:12,920 Videos. 53 00:01:12,920 --> 00:01:13,360 Yep. 54 00:01:13,360 --> 00:01:14,960 Even building their own experiments. 55 00:01:14,960 --> 00:01:15,480 Wow. 56 00:01:15,480 --> 00:01:16,640 That's amazing. 57 00:01:16,640 --> 00:01:17,760 It really makes you wonder, right? 58 00:01:17,760 --> 00:01:18,720 Yeah, it does. 59 00:01:18,720 --> 00:01:21,480 Like our pop quizzes and standardized tests 60 00:01:21,480 --> 00:01:23,760 really capturing the whole picture anymore. 61 00:01:23,760 --> 00:01:24,360 Yeah. 62 00:01:24,360 --> 00:01:24,880 I mean, that's a. 63 00:01:24,880 --> 00:01:25,600 That's a great point. 64 00:01:25,600 --> 00:01:26,520 It makes you think. 65 00:01:26,520 --> 00:01:27,400 Totally. 66 00:01:27,400 --> 00:01:28,840 Yeah. So that's actually the problem 67 00:01:28,840 --> 00:01:30,320 that the article highlights. 68 00:01:30,320 --> 00:01:30,920 Really? 69 00:01:30,920 --> 00:01:31,600 Mm-hmm. 70 00:01:31,600 --> 00:01:32,160 What is it? 71 00:01:32,160 --> 00:01:34,480 Our traditional methods of assessment. 72 00:01:34,480 --> 00:01:34,920 Uh-huh. 73 00:01:34,920 --> 00:01:36,680 Are struggling to keep up. 74 00:01:36,680 --> 00:01:37,320 Mm-hmm. 75 00:01:37,320 --> 00:01:39,080 With the pace of technology. 76 00:01:39,080 --> 00:01:39,720 Yeah. 77 00:01:39,720 --> 00:01:42,640 And the changing nature of how we learn and work. 78 00:01:42,640 --> 00:01:43,240 It's true. 79 00:01:43,240 --> 00:01:44,320 It's hard to keep up. 80 00:01:44,320 --> 00:01:44,640 Yeah. 81 00:01:44,640 --> 00:01:46,240 Everything changes so fast these days. 82 00:01:46,240 --> 00:01:46,960 Exactly. 83 00:01:46,960 --> 00:01:49,680 So how do we bridge that gap? 84 00:01:49,680 --> 00:01:50,760 Good question. 85 00:01:50,760 --> 00:01:53,960 Well, the article proposes a solution. 86 00:01:53,960 --> 00:01:55,120 A framework. 87 00:01:55,120 --> 00:01:55,440 Mm-hmm. 88 00:01:55,440 --> 00:01:58,040 We build around three fundamental questions. 89 00:01:58,040 --> 00:01:58,440 OK. 90 00:01:58,440 --> 00:01:59,440 I'm intrigued. 91 00:01:59,440 --> 00:02:00,040 Let's hear. 92 00:02:00,040 --> 00:02:01,000 Yeah, let's hear them. 93 00:02:01,000 --> 00:02:01,320 All right. 94 00:02:01,320 --> 00:02:02,400 Get ready for this. 95 00:02:02,400 --> 00:02:03,880 Question number one. 96 00:02:03,880 --> 00:02:06,400 Does the student have the habits. 97 00:02:06,400 --> 00:02:06,840 OK. 98 00:02:06,840 --> 00:02:09,080 Of effective learners and workers. 99 00:02:09,080 --> 00:02:10,040 Whoa. 100 00:02:10,040 --> 00:02:10,320 OK. 101 00:02:10,320 --> 00:02:11,200 That's deep. 102 00:02:11,200 --> 00:02:11,800 Right. 103 00:02:11,800 --> 00:02:14,280 So it's not just about knowing the facts, 104 00:02:14,280 --> 00:02:17,520 but about how you approach learning. 105 00:02:17,520 --> 00:02:17,880 OK. 106 00:02:17,880 --> 00:02:18,960 Your work ethic. 107 00:02:18,960 --> 00:02:19,360 Right. 108 00:02:19,360 --> 00:02:20,960 Problem solving skills. 109 00:02:20,960 --> 00:02:21,320 Yeah. 110 00:02:21,320 --> 00:02:22,800 All those crucial things. 111 00:02:22,800 --> 00:02:23,360 Mm-hmm. 112 00:02:23,360 --> 00:02:25,800 That lead to success. 113 00:02:25,800 --> 00:02:26,080 Yeah. 114 00:02:26,080 --> 00:02:27,280 Beyond the classroom. 115 00:02:27,280 --> 00:02:28,760 Oh, I like that. 116 00:02:28,760 --> 00:02:29,280 Right. 117 00:02:29,280 --> 00:02:31,120 Yeah, success beyond the classroom. 118 00:02:31,120 --> 00:02:32,480 It's not just about school. 119 00:02:32,480 --> 00:02:33,560 This is about life. 120 00:02:33,560 --> 00:02:34,320 Exactly. 121 00:02:34,320 --> 00:02:35,160 And you know what? 122 00:02:35,160 --> 00:02:37,280 This applies to you, even if you're 123 00:02:37,280 --> 00:02:38,760 long past your school days. 124 00:02:38,760 --> 00:02:39,520 Oh, totally. 125 00:02:39,520 --> 00:02:40,000 You know? 126 00:02:40,000 --> 00:02:41,160 I agree with that. 127 00:02:41,160 --> 00:02:45,960 Are you someone who seeks out new information? 128 00:02:45,960 --> 00:02:47,040 That's a great question. 129 00:02:47,040 --> 00:02:48,960 Can you collaborate effectively? 130 00:02:48,960 --> 00:02:49,640 Mm-hmm. 131 00:02:49,640 --> 00:02:51,320 These, quote, habits. 132 00:02:51,320 --> 00:02:51,760 Yeah. 133 00:02:51,760 --> 00:02:54,360 Are what make lifelong learners. 134 00:02:54,360 --> 00:02:55,840 You know, it's funny you say that. 135 00:02:55,840 --> 00:02:56,080 Yeah. 136 00:02:56,080 --> 00:02:58,960 Because it's interesting how that question immediately 137 00:02:58,960 --> 00:03:02,360 broadens the scope of assessment. 138 00:03:02,360 --> 00:03:03,360 Yeah. 139 00:03:03,360 --> 00:03:04,360 Tell me more. 140 00:03:04,360 --> 00:03:07,080 It's not just about content knowledge. 141 00:03:07,080 --> 00:03:07,560 Mm-hmm. 142 00:03:07,560 --> 00:03:10,120 But about those transferable skills that 143 00:03:10,120 --> 00:03:12,880 are so valuable in any field. 144 00:03:12,880 --> 00:03:13,520 Yes. 145 00:03:13,520 --> 00:03:14,400 Like in the real world. 146 00:03:14,400 --> 00:03:15,080 Exactly. 147 00:03:15,080 --> 00:03:15,800 And think about it. 148 00:03:15,800 --> 00:03:15,960 Yeah. 149 00:03:15,960 --> 00:03:17,640 It's about cultivating a mindset. 150 00:03:17,640 --> 00:03:18,000 OK. 151 00:03:18,000 --> 00:03:19,160 Of continuous growth. 152 00:03:19,160 --> 00:03:19,600 Yeah. 153 00:03:19,600 --> 00:03:20,520 And adaptability. 154 00:03:20,520 --> 00:03:21,040 Mm-hmm. 155 00:03:21,040 --> 00:03:23,200 Like being able to change the times. 156 00:03:23,200 --> 00:03:23,640 Exactly. 157 00:03:23,640 --> 00:03:24,800 Keep learning new things. 158 00:03:24,800 --> 00:03:25,800 Yes. 159 00:03:25,800 --> 00:03:26,200 OK. 160 00:03:26,200 --> 00:03:27,720 Are you ready for question number two? 161 00:03:27,720 --> 00:03:28,440 Hit me with it. 162 00:03:28,440 --> 00:03:29,920 Here it is. 163 00:03:29,920 --> 00:03:33,600 Can the student produce polished solutions 164 00:03:33,600 --> 00:03:35,320 to some sophisticated problems? 165 00:03:35,320 --> 00:03:35,840 Whoa. 166 00:03:35,840 --> 00:03:36,040 OK. 167 00:03:36,040 --> 00:03:38,680 So we're getting into like higher level thinking here. 168 00:03:38,680 --> 00:03:39,400 Yeah. 169 00:03:39,400 --> 00:03:41,600 Think real world projects. 170 00:03:41,600 --> 00:03:41,960 OK. 171 00:03:41,960 --> 00:03:43,400 Not just theoretical knowledge. 172 00:03:43,400 --> 00:03:44,240 Got it. 173 00:03:44,240 --> 00:03:46,400 So this is where things start to get really interesting. 174 00:03:46,400 --> 00:03:47,080 I agree. 175 00:03:47,080 --> 00:03:48,800 It's about bridging the gap. 176 00:03:48,800 --> 00:03:49,120 OK. 177 00:03:49,120 --> 00:03:50,280 Between education. 178 00:03:50,280 --> 00:03:50,760 Yeah. 179 00:03:50,760 --> 00:03:53,400 And the demands of the modern workplace. 180 00:03:53,400 --> 00:03:54,840 That's such an important point. 181 00:03:54,840 --> 00:03:55,120 Right. 182 00:03:55,120 --> 00:03:56,880 It's not just about acing those exams. 183 00:03:56,880 --> 00:03:57,560 Exactly. 184 00:03:57,560 --> 00:03:59,640 It's about being able to actually do something 185 00:03:59,640 --> 00:04:00,720 with what you've learned. 186 00:04:00,720 --> 00:04:01,600 Totally. 187 00:04:01,600 --> 00:04:03,440 Put those skills into practice. 188 00:04:03,440 --> 00:04:04,000 Yeah. 189 00:04:04,000 --> 00:04:07,480 So like imagine a coding project. 190 00:04:07,480 --> 00:04:08,000 OK. 191 00:04:08,000 --> 00:04:09,600 For a computer science student. 192 00:04:09,600 --> 00:04:10,160 Makes sense. 193 00:04:10,160 --> 00:04:12,520 Or a design portfolio. 194 00:04:12,520 --> 00:04:12,840 OK. 195 00:04:12,840 --> 00:04:14,000 For an aspiring artist. 196 00:04:14,000 --> 00:04:14,480 That's great. 197 00:04:14,480 --> 00:04:14,680 Yeah. 198 00:04:14,680 --> 00:04:16,680 You know it's about taking what you've learned. 199 00:04:16,680 --> 00:04:17,320 Uh-huh. 200 00:04:17,320 --> 00:04:18,360 And applying it. 201 00:04:18,360 --> 00:04:18,840 Yeah. 202 00:04:18,840 --> 00:04:20,640 To create something tangible. 203 00:04:20,640 --> 00:04:22,480 Something that solves a real problem. 204 00:04:22,480 --> 00:04:25,160 Like a real world application of their knowledge. 205 00:04:25,160 --> 00:04:25,840 Exactly. 206 00:04:25,840 --> 00:04:26,760 That's so cool. 207 00:04:26,760 --> 00:04:27,200 Right. 208 00:04:27,200 --> 00:04:27,520 Yeah. 209 00:04:27,520 --> 00:04:28,040 I love that. 210 00:04:28,040 --> 00:04:29,440 And the article makes it clear. 211 00:04:29,440 --> 00:04:30,640 What does it say? 212 00:04:30,640 --> 00:04:33,400 That these quote performances. 213 00:04:33,400 --> 00:04:34,000 Oh. 214 00:04:34,000 --> 00:04:34,600 I like that. 215 00:04:34,600 --> 00:04:35,720 As they call them. 216 00:04:35,720 --> 00:04:39,440 Should go beyond textbook problems. 217 00:04:39,440 --> 00:04:39,840 OK. 218 00:04:39,840 --> 00:04:42,960 So more than just like hypothetical scenarios. 219 00:04:42,960 --> 00:04:43,640 Exactly. 220 00:04:43,640 --> 00:04:44,080 Got it. 221 00:04:44,080 --> 00:04:45,200 They should be authentic. 222 00:04:45,200 --> 00:04:45,560 Uh-huh. 223 00:04:45,560 --> 00:04:46,200 Challenging. 224 00:04:46,200 --> 00:04:46,680 Yeah. 225 00:04:46,680 --> 00:04:50,880 And allows students to really showcase their abilities. 226 00:04:50,880 --> 00:04:53,200 So it's about showing what they can really do. 227 00:04:53,200 --> 00:04:54,720 Yes. 228 00:04:54,720 --> 00:04:57,200 You know what's fascinating to me. 229 00:04:57,200 --> 00:04:57,360 Yeah. 230 00:04:57,360 --> 00:04:58,800 Is how this question. 231 00:04:58,800 --> 00:04:59,120 Yeah. 232 00:04:59,120 --> 00:05:00,920 Shifts the role of the teacher. 233 00:05:00,920 --> 00:05:02,080 How so. 234 00:05:02,080 --> 00:05:04,280 It's less about delivering information. 235 00:05:04,280 --> 00:05:06,920 And more about setting the stage. 236 00:05:06,920 --> 00:05:07,560 Uh-huh. 237 00:05:07,560 --> 00:05:08,680 Guiding students. 238 00:05:08,680 --> 00:05:09,120 Yeah. 239 00:05:09,120 --> 00:05:11,200 And then evaluating their ability 240 00:05:11,200 --> 00:05:13,440 to navigate complex challenges. 241 00:05:13,440 --> 00:05:13,920 Interesting. 242 00:05:13,920 --> 00:05:15,800 So it's a different kind of teaching. 243 00:05:15,800 --> 00:05:16,640 Yeah. 244 00:05:16,640 --> 00:05:17,800 What do you think about that? 245 00:05:17,800 --> 00:05:20,960 Well, I think that shift reflects the changing dynamics 246 00:05:20,960 --> 00:05:21,760 of learning. 247 00:05:21,760 --> 00:05:22,280 Oh, yeah. 248 00:05:22,280 --> 00:05:26,200 In the digital age, where information is readily available. 249 00:05:26,200 --> 00:05:30,160 And the focus is on developing the skills. 250 00:05:30,160 --> 00:05:30,520 OK. 251 00:05:30,520 --> 00:05:33,640 To filter, analyze, and apply that knowledge effectively. 252 00:05:33,640 --> 00:05:34,880 Almost like a mentor. 253 00:05:34,880 --> 00:05:35,880 Yes. 254 00:05:35,880 --> 00:05:38,480 Or facilitator rather than just a lecturer. 255 00:05:38,480 --> 00:05:38,840 Right? 256 00:05:38,840 --> 00:05:39,560 Precisely. 257 00:05:39,560 --> 00:05:40,120 Pretty cool. 258 00:05:40,120 --> 00:05:41,120 Yeah, it is. 259 00:05:41,120 --> 00:05:41,440 OK. 260 00:05:41,440 --> 00:05:44,280 So we've got these two big questions. 261 00:05:44,280 --> 00:05:46,560 Habits and problem solving. 262 00:05:46,560 --> 00:05:49,120 But there's one more piece to this assessment puzzle. 263 00:05:49,120 --> 00:05:49,600 OK. 264 00:05:49,600 --> 00:05:51,840 And it's probably the one you're most familiar with. 265 00:05:51,840 --> 00:05:52,520 Let me guess. 266 00:05:52,520 --> 00:05:53,320 Yeah. 267 00:05:53,320 --> 00:05:55,360 It involves standardized tests. 268 00:05:55,360 --> 00:05:55,960 You got it. 269 00:05:55,960 --> 00:05:56,680 Knew it. 270 00:05:56,680 --> 00:05:57,600 Question number three. 271 00:05:57,600 --> 00:05:58,600 All right. 272 00:05:58,600 --> 00:06:01,960 How does a student compare to others? 273 00:06:01,960 --> 00:06:03,560 The age old question. 274 00:06:03,560 --> 00:06:03,960 Right. 275 00:06:03,960 --> 00:06:08,640 This is where those SATs, ACTs, and all those other standardized 276 00:06:08,640 --> 00:06:10,040 tests come in. 277 00:06:10,040 --> 00:06:10,880 Yes. 278 00:06:10,880 --> 00:06:13,360 The source of much debate and anxiety. 279 00:06:13,360 --> 00:06:16,720 But it's important to understand the purpose behind these tests 280 00:06:16,720 --> 00:06:19,760 and how they fit into this broader framework. 281 00:06:19,760 --> 00:06:21,040 It's all connected. 282 00:06:21,040 --> 00:06:22,120 Exactly. 283 00:06:22,120 --> 00:06:25,800 The article differentiates between standardized tests, 284 00:06:25,800 --> 00:06:28,480 which are designed to rank students on a curve, 285 00:06:28,480 --> 00:06:30,880 and standards-based tests, which measure 286 00:06:30,880 --> 00:06:33,240 mastery of specific skills. 287 00:06:33,240 --> 00:06:35,200 So different types of tests with different goals. 288 00:06:35,200 --> 00:06:36,000 Exactly. 289 00:06:36,000 --> 00:06:36,400 OK. 290 00:06:36,400 --> 00:06:38,320 But here's where it gets really interesting. 291 00:06:38,320 --> 00:06:39,440 Oh. 292 00:06:39,440 --> 00:06:40,600 I love a good plot twist. 293 00:06:40,600 --> 00:06:41,600 You won't believe this. 294 00:06:41,600 --> 00:06:42,360 Yeah. 295 00:06:42,360 --> 00:06:43,720 Tell me everything. 296 00:06:43,720 --> 00:06:44,160 I will. 297 00:06:44,160 --> 00:06:45,880 But first, we need to take a quick break. 298 00:06:45,880 --> 00:06:46,640 Oh, man. 299 00:06:46,640 --> 00:06:46,840 All right. 300 00:06:46,840 --> 00:06:47,760 I guess I can wait. 301 00:06:47,760 --> 00:06:50,320 We'll be right back after this. 302 00:06:50,320 --> 00:06:53,960 So you're saying that a single test score, like on its own, 303 00:06:53,960 --> 00:06:55,160 doesn't tell us much. 304 00:06:55,160 --> 00:06:56,040 Exactly. 305 00:06:56,040 --> 00:06:58,280 It's like one tiny piece of the puzzle. 306 00:06:58,280 --> 00:06:59,200 It's a snapshot. 307 00:06:59,200 --> 00:06:59,600 Yeah. 308 00:06:59,600 --> 00:07:00,760 Exactly like a snapshot. 309 00:07:00,760 --> 00:07:01,920 But not the whole picture. 310 00:07:01,920 --> 00:07:02,720 Right. 311 00:07:02,720 --> 00:07:05,280 A single test score doesn't tell the whole story. 312 00:07:05,280 --> 00:07:05,880 Oh, why not? 313 00:07:05,880 --> 00:07:06,880 Well, think about it. 314 00:07:06,880 --> 00:07:07,160 Yeah. 315 00:07:07,160 --> 00:07:09,000 Everyone has good days and bad days. 316 00:07:09,000 --> 00:07:09,400 Right. 317 00:07:09,400 --> 00:07:11,760 You could be amazing at math. 318 00:07:11,760 --> 00:07:12,240 Yeah. 319 00:07:12,240 --> 00:07:15,120 But have a terrible headache during the SATs. 320 00:07:15,120 --> 00:07:16,360 Ooh, I've been there. 321 00:07:16,360 --> 00:07:17,040 Right. 322 00:07:17,040 --> 00:07:18,440 And you could end up with a score that 323 00:07:18,440 --> 00:07:20,280 doesn't reflect your true abilities. 324 00:07:20,280 --> 00:07:22,640 So it's kind of like judging a chef. 325 00:07:22,640 --> 00:07:23,000 OK. 326 00:07:23,000 --> 00:07:24,120 I like this analogy. 327 00:07:24,120 --> 00:07:27,520 Based on like one single dish. 328 00:07:27,520 --> 00:07:31,280 Even if like, you know, they normally make incredible meals. 329 00:07:31,280 --> 00:07:32,200 Exactly. 330 00:07:32,200 --> 00:07:35,640 There are so many factors that can influence a single performance. 331 00:07:35,640 --> 00:07:36,160 OK. 332 00:07:36,160 --> 00:07:39,240 So then how do we like account for those factors? 333 00:07:39,240 --> 00:07:42,320 Well, the article dives into some statistical concepts. 334 00:07:42,320 --> 00:07:42,880 OK. 335 00:07:42,880 --> 00:07:48,200 Like reliability and measurement error. 336 00:07:48,200 --> 00:07:50,640 And it explains how those can impact 337 00:07:50,640 --> 00:07:52,320 how we interpret those scores. 338 00:07:52,320 --> 00:07:55,800 So it's a reminder that these scores are just snapshots in time. 339 00:07:55,800 --> 00:07:56,680 Yes. 340 00:07:56,680 --> 00:07:59,640 And it shouldn't be taken as the like be all and end 341 00:07:59,640 --> 00:08:01,200 all of a student's potential. 342 00:08:01,200 --> 00:08:02,520 I completely agree. 343 00:08:02,520 --> 00:08:03,360 This is so important. 344 00:08:03,360 --> 00:08:06,280 You know, for anyone who's ever stressed over test scores. 345 00:08:06,280 --> 00:08:06,920 Oh, absolutely. 346 00:08:06,920 --> 00:08:09,720 Whether it's for, you know, college admissions. 347 00:08:09,720 --> 00:08:10,080 Right. 348 00:08:10,080 --> 00:08:11,200 Or a job application. 349 00:08:11,200 --> 00:08:11,840 Oh, double. 350 00:08:11,840 --> 00:08:13,080 A single number. 351 00:08:13,080 --> 00:08:13,920 Yeah. 352 00:08:13,920 --> 00:08:18,600 Can't possibly capture the complexity of a person's, 353 00:08:18,600 --> 00:08:20,680 you know, skills and knowledge. 354 00:08:20,680 --> 00:08:21,600 It's just too much. 355 00:08:21,600 --> 00:08:22,240 Right. 356 00:08:22,240 --> 00:08:22,440 Yeah. 357 00:08:22,440 --> 00:08:24,200 And this is where those first two questions. 358 00:08:24,200 --> 00:08:24,880 Oh, yeah. 359 00:08:24,880 --> 00:08:26,440 About habits and problem solving. 360 00:08:26,440 --> 00:08:27,280 Yeah. 361 00:08:27,280 --> 00:08:29,720 Those become even more crucial, don't they? 362 00:08:29,720 --> 00:08:30,680 They really do. 363 00:08:30,680 --> 00:08:36,560 Because they provide like a much richer, more nuanced picture 364 00:08:36,560 --> 00:08:39,960 of what a student is capable of. 365 00:08:39,960 --> 00:08:40,640 I love that. 366 00:08:40,640 --> 00:08:43,840 So it's like, you know, those three questions 367 00:08:43,840 --> 00:08:46,400 and the assessment types that go with them 368 00:08:46,400 --> 00:08:50,240 create like a more well-rounded view of learning. 369 00:08:50,240 --> 00:08:51,880 It's about seeing the whole student. 370 00:08:51,880 --> 00:08:52,440 Right. 371 00:08:52,440 --> 00:08:54,000 It's not just about checking boxes. 372 00:08:54,000 --> 00:08:54,360 No. 373 00:08:54,360 --> 00:08:57,280 But about getting a deeper understanding 374 00:08:57,280 --> 00:09:01,200 of a person's like strengths and areas for growth. 375 00:09:01,200 --> 00:09:01,960 So true. 376 00:09:01,960 --> 00:09:05,040 It's about like potential. 377 00:09:05,040 --> 00:09:06,440 I like that a lot. 378 00:09:06,440 --> 00:09:06,940 Yeah. 379 00:09:06,940 --> 00:09:08,240 I'm really enjoying this conversation. 380 00:09:08,240 --> 00:09:09,240 Me too. 381 00:09:09,240 --> 00:09:09,740 OK. 382 00:09:09,740 --> 00:09:12,800 So yeah, the article takes it a step further. 383 00:09:12,800 --> 00:09:14,160 Oh, really? 384 00:09:14,160 --> 00:09:15,320 Where does it go from here? 385 00:09:15,320 --> 00:09:18,920 Well, it argues that this three-question framework 386 00:09:18,920 --> 00:09:22,720 isn't just for assessing students, but can also 387 00:09:22,720 --> 00:09:25,480 be used to evaluate the effectiveness 388 00:09:25,480 --> 00:09:27,200 of an entire educational program. 389 00:09:27,200 --> 00:09:27,960 Whoa. 390 00:09:27,960 --> 00:09:29,080 That's really interesting. 391 00:09:29,080 --> 00:09:29,560 Right. 392 00:09:29,560 --> 00:09:33,440 So instead of, you know, focusing on just individual students, 393 00:09:33,440 --> 00:09:36,040 you're looking at how the whole system is 394 00:09:36,040 --> 00:09:36,680 performing. 395 00:09:36,680 --> 00:09:37,680 Like zooming out. 396 00:09:37,680 --> 00:09:38,400 Exactly. 397 00:09:38,400 --> 00:09:40,240 So we're looking at the bigger picture now. 398 00:09:40,240 --> 00:09:40,800 Exactly. 399 00:09:40,800 --> 00:09:43,880 This is really making me think about all those debates 400 00:09:43,880 --> 00:09:47,720 around school rankings and standardized testing. 401 00:09:47,720 --> 00:09:51,960 Maybe we need to be, you know, asking different questions. 402 00:09:51,960 --> 00:09:52,760 Oh, I like that. 403 00:09:52,760 --> 00:09:56,600 To really understand what makes a school or an education 404 00:09:56,600 --> 00:09:58,480 system successful. 405 00:09:58,480 --> 00:09:59,960 Are we asking the right questions? 406 00:09:59,960 --> 00:10:01,200 Exactly. 407 00:10:01,200 --> 00:10:02,840 And that's the key takeaway here. 408 00:10:02,840 --> 00:10:03,440 I'm listening. 409 00:10:03,440 --> 00:10:08,480 The article is encouraging us to think critically 410 00:10:08,480 --> 00:10:11,040 about how we assess learning. 411 00:10:11,040 --> 00:10:12,160 It's a call to action. 412 00:10:12,160 --> 00:10:13,040 It is. 413 00:10:13,040 --> 00:10:15,800 And to move beyond those traditional metrics 414 00:10:15,800 --> 00:10:18,720 that may not be capturing the whole story. 415 00:10:18,720 --> 00:10:19,880 Like we were talking about. 416 00:10:19,880 --> 00:10:20,640 Exactly. 417 00:10:20,640 --> 00:10:25,200 So it's like we're being challenged to rethink 418 00:10:25,200 --> 00:10:29,520 the very idea of what it means to learn 419 00:10:29,520 --> 00:10:31,520 and how we measure success. 420 00:10:31,520 --> 00:10:35,360 And that challenge is relevant not just for educators, 421 00:10:35,360 --> 00:10:38,400 but for anyone who is involved in learning. 422 00:10:38,400 --> 00:10:39,960 So much bigger conversation. 423 00:10:39,960 --> 00:10:42,880 It is, whether you're a student, the parent, 424 00:10:42,880 --> 00:10:47,120 or simply someone who is passionate about personal growth. 425 00:10:47,120 --> 00:10:48,000 I like that. 426 00:10:48,000 --> 00:10:51,120 You know, as we've been talking about these three questions, 427 00:10:51,120 --> 00:10:55,840 I started to realize that they're not just limited to. 428 00:10:55,840 --> 00:10:57,080 Like formal education. 429 00:10:57,080 --> 00:10:57,760 Really? 430 00:10:57,760 --> 00:10:58,480 Yeah. 431 00:10:58,480 --> 00:10:59,480 They could apply to. 432 00:10:59,480 --> 00:11:00,800 Like all kinds of learning. 433 00:11:00,800 --> 00:11:01,400 Like what? 434 00:11:01,400 --> 00:11:03,840 Even outside of a classroom. 435 00:11:03,840 --> 00:11:04,600 Interesting. 436 00:11:04,600 --> 00:11:04,960 Yeah. 437 00:11:04,960 --> 00:11:08,960 So think about someone learning a new skill for their job. 438 00:11:08,960 --> 00:11:09,560 OK, yeah. 439 00:11:09,560 --> 00:11:11,440 Or like picking up a new hobby. 440 00:11:11,440 --> 00:11:11,800 Right. 441 00:11:11,800 --> 00:11:12,720 Like photography or something. 442 00:11:12,720 --> 00:11:13,680 It's a great point. 443 00:11:13,680 --> 00:11:14,040 Yeah. 444 00:11:14,040 --> 00:11:17,520 Those questions can still guide their learning journey. 445 00:11:17,520 --> 00:11:22,160 It's like having a personal checklist for growth. 446 00:11:22,160 --> 00:11:23,120 I like that analogy. 447 00:11:23,120 --> 00:11:23,440 Right. 448 00:11:23,440 --> 00:11:23,640 Yeah. 449 00:11:23,640 --> 00:11:28,480 It's just like asking yourself, am I developing the right habits? 450 00:11:28,480 --> 00:11:29,160 OK, yeah. 451 00:11:29,160 --> 00:11:33,960 Can I actually apply what I'm learning to like real world 452 00:11:33,960 --> 00:11:34,520 situations? 453 00:11:34,520 --> 00:11:35,160 That's it, yeah. 454 00:11:35,160 --> 00:11:40,160 And then how do my skills compare to others in this field? 455 00:11:40,160 --> 00:11:40,800 That's a good one. 456 00:11:40,800 --> 00:11:43,360 You know, it's about seeing where you stand. 457 00:11:43,360 --> 00:11:43,520 Right. 458 00:11:43,520 --> 00:11:46,440 And those comparisons don't have to be about competition. 459 00:11:46,440 --> 00:11:46,800 Oh, yeah. 460 00:11:46,800 --> 00:11:47,160 Good point. 461 00:11:47,160 --> 00:11:51,040 Like to be about finding mentors, learning from others, 462 00:11:51,040 --> 00:11:53,880 and just getting a sense of where you stand 463 00:11:53,880 --> 00:11:56,400 in a larger community of learners. 464 00:11:56,400 --> 00:11:59,120 This is making me think about like, what do you think it about? 465 00:11:59,120 --> 00:12:01,400 Like, my own experiences. 466 00:12:01,400 --> 00:12:02,240 Oh, cool. 467 00:12:02,240 --> 00:12:04,000 I'm always, you know. 468 00:12:04,000 --> 00:12:05,440 Trying to learn new things. 469 00:12:05,440 --> 00:12:06,280 What kinds of things? 470 00:12:06,280 --> 00:12:11,880 Whether it's like a new language or a new software program. 471 00:12:11,880 --> 00:12:12,840 Cool. 472 00:12:12,840 --> 00:12:16,840 And honestly, I don't always like think about assessment 473 00:12:16,840 --> 00:12:19,040 in a structured way. 474 00:12:19,040 --> 00:12:19,520 Right. 475 00:12:19,520 --> 00:12:20,320 But maybe I should. 476 00:12:20,320 --> 00:12:22,200 I think a lot of us could benefit from that. 477 00:12:22,200 --> 00:12:22,480 Yeah. 478 00:12:22,480 --> 00:12:22,840 Yeah. 479 00:12:22,840 --> 00:12:25,800 Like taking a more deliberate approach to assessment. 480 00:12:25,800 --> 00:12:26,160 Oh, come on. 481 00:12:26,160 --> 00:12:27,520 Even in our personal lives. 482 00:12:27,520 --> 00:12:28,560 That's really interesting. 483 00:12:28,560 --> 00:12:29,360 Yeah. 484 00:12:29,360 --> 00:12:32,960 It's about being intentional with our learning goals, 485 00:12:32,960 --> 00:12:34,280 tracking our progress. 486 00:12:34,280 --> 00:12:34,760 Right. 487 00:12:34,760 --> 00:12:36,000 Like keeping track of how we're doing. 488 00:12:36,000 --> 00:12:36,560 Exactly. 489 00:12:36,560 --> 00:12:38,640 And making adjustments along the way. 490 00:12:38,640 --> 00:12:42,240 So it's not just about, you know, the end result, 491 00:12:42,240 --> 00:12:44,880 but about the process of learning itself. 492 00:12:44,880 --> 00:12:45,720 I love that. 493 00:12:45,720 --> 00:12:46,240 Yeah. 494 00:12:46,240 --> 00:12:49,720 It's about like reflecting on our strengths, 495 00:12:49,720 --> 00:12:53,320 identifying areas where we need to improve, 496 00:12:53,320 --> 00:12:57,240 and finding ways to like challenge ourselves to grow. 497 00:12:57,240 --> 00:13:00,920 And that's where the real power of this framework lies. 498 00:13:00,920 --> 00:13:01,280 Yeah. 499 00:13:01,280 --> 00:13:04,480 It's not about, you know, labeling people as successes 500 00:13:04,480 --> 00:13:05,520 or failures. 501 00:13:05,520 --> 00:13:09,360 It's about creating a roadmap for continuous learning 502 00:13:09,360 --> 00:13:10,000 and development. 503 00:13:10,000 --> 00:13:11,160 That's powerful. 504 00:13:11,160 --> 00:13:11,640 It is. 505 00:13:11,640 --> 00:13:13,240 No matter where you are on your journey. 506 00:13:13,240 --> 00:13:13,960 Exactly. 507 00:13:13,960 --> 00:13:15,920 This has been such an eye-opening conversation. 508 00:13:15,920 --> 00:13:16,480 I agree. 509 00:13:16,480 --> 00:13:18,960 We started with a simple article about assessment. 510 00:13:18,960 --> 00:13:19,560 Yeah. 511 00:13:19,560 --> 00:13:22,120 And now we're talking about like the future of learning 512 00:13:22,120 --> 00:13:22,760 itself. 513 00:13:22,760 --> 00:13:25,320 It's amazing how a few simple questions can 514 00:13:25,320 --> 00:13:27,320 spark such profound insights. 515 00:13:27,320 --> 00:13:28,600 I know, right? 516 00:13:28,600 --> 00:13:29,280 It's pretty cool. 517 00:13:29,280 --> 00:13:30,000 It really is. 518 00:13:30,000 --> 00:13:32,400 So as we wrap up our deep dive today, 519 00:13:32,400 --> 00:13:34,920 here's a final thought-provoking question for you to ponder. 520 00:13:34,920 --> 00:13:36,000 I'm ready. 521 00:13:36,000 --> 00:13:39,200 How can you apply these three questions 522 00:13:39,200 --> 00:13:41,920 to your own learning experiences? 523 00:13:41,920 --> 00:13:42,720 That's a good one. 524 00:13:42,720 --> 00:13:45,840 Whether it's at work in your personal life, 525 00:13:45,840 --> 00:13:50,680 or, you know, in your pursuit of knowledge. 526 00:13:50,680 --> 00:13:54,280 Because ultimately, assessment is about empowering ourselves 527 00:13:54,280 --> 00:13:58,240 to become lifelong learners, constantly evolving, 528 00:13:58,240 --> 00:14:01,640 adapting, and embracing the joy of discovery. 529 00:14:01,640 --> 00:14:02,760 That's a great way to put it. 530 00:14:02,760 --> 00:14:04,480 Thanks. 531 00:14:04,480 --> 00:14:06,120 That's it for today's deep dive. 532 00:14:06,120 --> 00:14:07,080 It was a good one. 533 00:14:07,080 --> 00:14:12,520 Until next time, stay curious, keep learning, and remember, 534 00:14:12,520 --> 00:14:15,800 assessment isn't just about measuring what you know. 535 00:14:15,800 --> 00:14:26,360 It's about guiding you towards what you can become.