Hey everyone, ready to ditch those boring classroom tests?
Always ready for that.
Well, today's deep dive is all about assessment.
Ooh.
But not just the did you pass kind of.
OK.
We are going way beyond that today.
I like where this is going.
We're going to dig into a 2017 article.
All right.
From hackscience.education.
Gatschy.
Called Three Questions About Assessment.
Interesting.
And just think of this deep dive as your cheat sheet.
OK.
To understanding what really matters in learning,
whether you're cramming for finals.
Right.
Or just curious about how the world measures knowledge.
I'm fascinated by this already.
Me too.
And you know what?
It's super relevant.
Yeah.
Even if you're not in school anymore.
Oh, I see that.
Yeah.
That's cool.
It's a fascinating topic, especially when you consider
how much the way we learn has changed.
Oh, yeah.
Absolutely.
Even compared to like a decade or two ago.
Like for example.
Well, the article kicks off.
OK.
With this great comparison.
I'm listening.
OK.
So get this.
Yeah.
The author's grandfather.
Learned science from textbooks.
Yeah.
Makes sense.
Right.
But students today.
Yeah.
Are using simulations.
Mm-hmm.
Videos.
Yep.
Even building their own experiments.
Wow.
That's amazing.
It really makes you wonder, right?
Yeah, it does.
Like our pop quizzes and standardized tests
really capturing the whole picture anymore.
Yeah.
I mean, that's a.
That's a great point.
It makes you think.
Totally.
Yeah. So that's actually the problem
that the article highlights.
Really?
Mm-hmm.
What is it?
Our traditional methods of assessment.
Uh-huh.
Are struggling to keep up.
Mm-hmm.
With the pace of technology.
Yeah.
And the changing nature of how we learn and work.
It's true.
It's hard to keep up.
Yeah.
Everything changes so fast these days.
Exactly.
So how do we bridge that gap?
Good question.
Well, the article proposes a solution.
A framework.
Mm-hmm.
We build around three fundamental questions.
OK.
I'm intrigued.
Let's hear.
Yeah, let's hear them.
All right.
Get ready for this.
Question number one.
Does the student have the habits.
OK.
Of effective learners and workers.
Whoa.
OK.
That's deep.
Right.
So it's not just about knowing the facts,
but about how you approach learning.
OK.
Your work ethic.
Right.
Problem solving skills.
Yeah.
All those crucial things.
Mm-hmm.
That lead to success.
Yeah.
Beyond the classroom.
Oh, I like that.
Right.
Yeah, success beyond the classroom.
It's not just about school.
This is about life.
Exactly.
And you know what?
This applies to you, even if you're
long past your school days.
Oh, totally.
You know?
I agree with that.
Are you someone who seeks out new information?
That's a great question.
Can you collaborate effectively?
Mm-hmm.
These, quote, habits.
Yeah.
Are what make lifelong learners.
You know, it's funny you say that.
Yeah.
Because it's interesting how that question immediately
broadens the scope of assessment.
Yeah.
Tell me more.
It's not just about content knowledge.
Mm-hmm.
But about those transferable skills that
are so valuable in any field.
Yes.
Like in the real world.
Exactly.
And think about it.
Yeah.
It's about cultivating a mindset.
OK.
Of continuous growth.
Yeah.
And adaptability.
Mm-hmm.
Like being able to change the times.
Exactly.
Keep learning new things.
Yes.
OK.
Are you ready for question number two?
Hit me with it.
Here it is.
Can the student produce polished solutions
to some sophisticated problems?
Whoa.
OK.
So we're getting into like higher level thinking here.
Yeah.
Think real world projects.
OK.
Not just theoretical knowledge.
Got it.
So this is where things start to get really interesting.
I agree.
It's about bridging the gap.
OK.
Between education.
Yeah.
And the demands of the modern workplace.
That's such an important point.
Right.
It's not just about acing those exams.
Exactly.
It's about being able to actually do something
with what you've learned.
Totally.
Put those skills into practice.
Yeah.
So like imagine a coding project.
OK.
For a computer science student.
Makes sense.
Or a design portfolio.
OK.
For an aspiring artist.
That's great.
Yeah.
You know it's about taking what you've learned.
Uh-huh.
And applying it.
Yeah.
To create something tangible.
Something that solves a real problem.
Like a real world application of their knowledge.
Exactly.
That's so cool.
Right.
Yeah.
I love that.
And the article makes it clear.
What does it say?
That these quote performances.
Oh.
I like that.
As they call them.
Should go beyond textbook problems.
OK.
So more than just like hypothetical scenarios.
Exactly.
Got it.
They should be authentic.
Uh-huh.
Challenging.
Yeah.
And allows students to really showcase their abilities.
So it's about showing what they can really do.
Yes.
You know what's fascinating to me.
Yeah.
Is how this question.
Yeah.
Shifts the role of the teacher.
How so.
It's less about delivering information.
And more about setting the stage.
Uh-huh.
Guiding students.
Yeah.
And then evaluating their ability
to navigate complex challenges.
Interesting.
So it's a different kind of teaching.
Yeah.
What do you think about that?
Well, I think that shift reflects the changing dynamics
of learning.
Oh, yeah.
In the digital age, where information is readily available.
And the focus is on developing the skills.
OK.
To filter, analyze, and apply that knowledge effectively.
Almost like a mentor.
Yes.
Or facilitator rather than just a lecturer.
Right?
Precisely.
Pretty cool.
Yeah, it is.
OK.
So we've got these two big questions.
Habits and problem solving.
But there's one more piece to this assessment puzzle.
OK.
And it's probably the one you're most familiar with.
Let me guess.
Yeah.
It involves standardized tests.
You got it.
Knew it.
Question number three.
All right.
How does a student compare to others?
The age old question.
Right.
This is where those SATs, ACTs, and all those other standardized
tests come in.
Yes.
The source of much debate and anxiety.
But it's important to understand the purpose behind these tests
and how they fit into this broader framework.
It's all connected.
Exactly.
The article differentiates between standardized tests,
which are designed to rank students on a curve,
and standards-based tests, which measure
mastery of specific skills.
So different types of tests with different goals.
Exactly.
OK.
But here's where it gets really interesting.
Oh.
I love a good plot twist.
You won't believe this.
Yeah.
Tell me everything.
I will.
But first, we need to take a quick break.
Oh, man.
All right.
I guess I can wait.
We'll be right back after this.
So you're saying that a single test score, like on its own,
doesn't tell us much.
Exactly.
It's like one tiny piece of the puzzle.
It's a snapshot.
Yeah.
Exactly like a snapshot.
But not the whole picture.
Right.
A single test score doesn't tell the whole story.
Oh, why not?
Well, think about it.
Yeah.
Everyone has good days and bad days.
Right.
You could be amazing at math.
Yeah.
But have a terrible headache during the SATs.
Ooh, I've been there.
Right.
And you could end up with a score that
doesn't reflect your true abilities.
So it's kind of like judging a chef.
OK.
I like this analogy.
Based on like one single dish.
Even if like, you know, they normally make incredible meals.
Exactly.
There are so many factors that can influence a single performance.
OK.
So then how do we like account for those factors?
Well, the article dives into some statistical concepts.
OK.
Like reliability and measurement error.
And it explains how those can impact
how we interpret those scores.
So it's a reminder that these scores are just snapshots in time.
Yes.
And it shouldn't be taken as the like be all and end
all of a student's potential.
I completely agree.
This is so important.
You know, for anyone who's ever stressed over test scores.
Oh, absolutely.
Whether it's for, you know, college admissions.
Right.
Or a job application.
Oh, double.
A single number.
Yeah.
Can't possibly capture the complexity of a person's,
you know, skills and knowledge.
It's just too much.
Right.
Yeah.
And this is where those first two questions.
Oh, yeah.
About habits and problem solving.
Yeah.
Those become even more crucial, don't they?
They really do.
Because they provide like a much richer, more nuanced picture
of what a student is capable of.
I love that.
So it's like, you know, those three questions
and the assessment types that go with them
create like a more well-rounded view of learning.
It's about seeing the whole student.
Right.
It's not just about checking boxes.
No.
But about getting a deeper understanding
of a person's like strengths and areas for growth.
So true.
It's about like potential.
I like that a lot.
Yeah.
I'm really enjoying this conversation.
Me too.
OK.
So yeah, the article takes it a step further.
Oh, really?
Where does it go from here?
Well, it argues that this three-question framework
isn't just for assessing students, but can also
be used to evaluate the effectiveness
of an entire educational program.
Whoa.
That's really interesting.
Right.
So instead of, you know, focusing on just individual students,
you're looking at how the whole system is
performing.
Like zooming out.
Exactly.
So we're looking at the bigger picture now.
Exactly.
This is really making me think about all those debates
around school rankings and standardized testing.
Maybe we need to be, you know, asking different questions.
Oh, I like that.
To really understand what makes a school or an education
system successful.
Are we asking the right questions?
Exactly.
And that's the key takeaway here.
I'm listening.
The article is encouraging us to think critically
about how we assess learning.
It's a call to action.
It is.
And to move beyond those traditional metrics
that may not be capturing the whole story.
Like we were talking about.
Exactly.
So it's like we're being challenged to rethink
the very idea of what it means to learn
and how we measure success.
And that challenge is relevant not just for educators,
but for anyone who is involved in learning.
So much bigger conversation.
It is, whether you're a student, the parent,
or simply someone who is passionate about personal growth.
I like that.
You know, as we've been talking about these three questions,
I started to realize that they're not just limited to.
Like formal education.
Really?
Yeah.
They could apply to.
Like all kinds of learning.
Like what?
Even outside of a classroom.
Interesting.
Yeah.
So think about someone learning a new skill for their job.
OK, yeah.
Or like picking up a new hobby.
Right.
Like photography or something.
It's a great point.
Yeah.
Those questions can still guide their learning journey.
It's like having a personal checklist for growth.
I like that analogy.
Right.
Yeah.
It's just like asking yourself, am I developing the right habits?
OK, yeah.
Can I actually apply what I'm learning to like real world
situations?
That's it, yeah.
And then how do my skills compare to others in this field?
That's a good one.
You know, it's about seeing where you stand.
Right.
And those comparisons don't have to be about competition.
Oh, yeah.
Good point.
Like to be about finding mentors, learning from others,
and just getting a sense of where you stand
in a larger community of learners.
This is making me think about like, what do you think it about?
Like, my own experiences.
Oh, cool.
I'm always, you know.
Trying to learn new things.
What kinds of things?
Whether it's like a new language or a new software program.
Cool.
And honestly, I don't always like think about assessment
in a structured way.
Right.
But maybe I should.
I think a lot of us could benefit from that.
Yeah.
Like taking a more deliberate approach to assessment.
Oh, come on.
Even in our personal lives.
That's really interesting.
Yeah.
It's about being intentional with our learning goals,
tracking our progress.
Right.
Like keeping track of how we're doing.
Exactly.
And making adjustments along the way.
So it's not just about, you know, the end result,
but about the process of learning itself.
I love that.
Yeah.
It's about like reflecting on our strengths,
identifying areas where we need to improve,
and finding ways to like challenge ourselves to grow.
And that's where the real power of this framework lies.
Yeah.
It's not about, you know, labeling people as successes
or failures.
It's about creating a roadmap for continuous learning
and development.
That's powerful.
It is.
No matter where you are on your journey.
Exactly.
This has been such an eye-opening conversation.
I agree.
We started with a simple article about assessment.
Yeah.
And now we're talking about like the future of learning
itself.
It's amazing how a few simple questions can
spark such profound insights.
I know, right?
It's pretty cool.
It really is.
So as we wrap up our deep dive today,
here's a final thought-provoking question for you to ponder.
I'm ready.
How can you apply these three questions
to your own learning experiences?
That's a good one.
Whether it's at work in your personal life,
or, you know, in your pursuit of knowledge.
Because ultimately, assessment is about empowering ourselves
to become lifelong learners, constantly evolving,
adapting, and embracing the joy of discovery.
That's a great way to put it.
Thanks.
That's it for today's deep dive.
It was a good one.
Until next time, stay curious, keep learning, and remember,
assessment isn't just about measuring what you know.
It's about guiding you towards what you can become.