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Changing Assessment
How to Design Curriculum for Human Flourishing
Series: - IBE on Curriculum, Learning, and Assessment, Volume: 6
Author:
Since the Delors report, education reformers have been working to create curricula that allow human beings to flourish. Schools should not only be places where we learn to be and learn to live together, but also places where the way we assess students valorises the diverse range of human gifts within them.
Yet, most schools remain locked in a 19th-century assessment structure that prevents young people from exploring the full variety and extent of their talents, forcing them to perform on a narrow, high-stakes track. When will this change?
In this remarkable book, Conrad Hughes gives an overview of the assessment problem affecting schools and creates a path to take to broaden assessment and potentially reposition the whole purpose of schooling. It is a brave, beautifully written treatise that anyone interested in education and assessment should read.
â Georges Haddad, Honorary President of Panthéon-Sorbonne University, Former Director at UNESCO (Education Sector)
Yet, most schools remain locked in a 19th-century assessment structure that prevents young people from exploring the full variety and extent of their talents, forcing them to perform on a narrow, high-stakes track. When will this change?
In this remarkable book, Conrad Hughes gives an overview of the assessment problem affecting schools and creates a path to take to broaden assessment and potentially reposition the whole purpose of schooling. It is a brave, beautifully written treatise that anyone interested in education and assessment should read.
â Georges Haddad, Honorary President of Panthéon-Sorbonne University, Former Director at UNESCO (Education Sector)
Conrad Hughes (PhD, EdD) is the Director General of the International School of Geneva, where he teaches Theory of Knowledge. He has published three major books on education including Education and Elitism: Challenges and Opportunities (Routledge, 2021).
Foreword
âSvein Osttveit
1 The Problem with Schools Today
â1 Human Intelligence Is Not a Single, Narrow Construct
â2 Human Beings Possess a Wealth of Experiences and Gifts but Few of Them Are Recognised in Formal Assessment Systems
â3 A Problem That Can Be Solved
2 The Sociology, Ideology, and Perpetuation of 19th-Century Assessment Models
â1 The Origins of IQ Testing: A Zero-Sum Game
â2 Normal Distribution as a Fundamental Socioeconomic and Psychometric Principle
3 Checkerboards and Straightjackets: The Organisation of the Timetable and Grading Systems
â1 The Carnegie Unit
â2 Standardised Curriculum Design
â3 Grading: Technical, Emotional, and Psychological Effects
â4 Placement Tests and Cut-offs
â5 Why Breaking the Checkerboard Is So Difficult
4 The One-Size-Fits-All World of Mass Testing
â1 The Origins, Purposes, and Development of Large-Scale Learning Assessments
â2 Assessment Problems Created by Mass Testing
â3 The Cultural Hegemony of Assessment Centralisation and How This Affects Learners in Different Parts of the World
â4 The Language of Testing: Pitfalls and Inequities
5 Covid-19 and the General Collapse of Traditional Assessment Systems
â1 An Analysis of the Inability of Examination Boards to Survive 2020
â2 The Return to âNormalâ: No Lessons Learned
â3 The Future of High-Stakes Assessments in an Increasingly Unpredictable World
6 Politics and University Admissions: The Chokehold
â1 National Assessment Qualifications and University Recognition: Politics and Networks
â2 University Recognition of Different Diplomas
â3 Releasing the Chokehold
7 Primary and Middle School Models
â1 Inquiry-Based Learning
â2 Project-Based Learning
â3 Creativity
â4 Rest, Pacing, and Wellbeing
â5 Why Do These Models Not Transfer into Secondary Schools?
8 Alternative High School Models
â1 Vocational Programmes
â2 Microcredentialing and Digital Badges
â3 Alternative Transcripts
â4 Creative School-Based Projects
â5 Challenges and Opportunities
9 Higher Education Efforts at Broadening Assessment
â1 College Board
â2 Test-Optional Pathways
â3 Interviews
â4 Personal Statements
â5 Sports and Arts Scholarships
â6 Assessment Constructs
10 Assessment of Talent in the Workplace
â1 Personality Tests
â2 Growth and Evaluation: Different Approaches
â3 Replacing Performance Reviews with Ongoing Feedback: Implications for Learning and the World of Work
11 Competences
â1 UNESCO IBEâs Work and Vision of Curriculum and Competences
â2 The Significance of Competences for the Future of Work
â3 Assessing Competences
12 The International School of Geneva and UNESCO International Bureau of Education
â1 The Ecolint Learner Passport
â2 The Coalition to Honour All Learning
Index
âSvein Osttveit
1 The Problem with Schools Today
â1 Human Intelligence Is Not a Single, Narrow Construct
â2 Human Beings Possess a Wealth of Experiences and Gifts but Few of Them Are Recognised in Formal Assessment Systems
â3 A Problem That Can Be Solved
2 The Sociology, Ideology, and Perpetuation of 19th-Century Assessment Models
â1 The Origins of IQ Testing: A Zero-Sum Game
â2 Normal Distribution as a Fundamental Socioeconomic and Psychometric Principle
3 Checkerboards and Straightjackets: The Organisation of the Timetable and Grading Systems
â1 The Carnegie Unit
â2 Standardised Curriculum Design
â3 Grading: Technical, Emotional, and Psychological Effects
â4 Placement Tests and Cut-offs
â5 Why Breaking the Checkerboard Is So Difficult
4 The One-Size-Fits-All World of Mass Testing
â1 The Origins, Purposes, and Development of Large-Scale Learning Assessments
â2 Assessment Problems Created by Mass Testing
â3 The Cultural Hegemony of Assessment Centralisation and How This Affects Learners in Different Parts of the World
â4 The Language of Testing: Pitfalls and Inequities
5 Covid-19 and the General Collapse of Traditional Assessment Systems
â1 An Analysis of the Inability of Examination Boards to Survive 2020
â2 The Return to âNormalâ: No Lessons Learned
â3 The Future of High-Stakes Assessments in an Increasingly Unpredictable World
6 Politics and University Admissions: The Chokehold
â1 National Assessment Qualifications and University Recognition: Politics and Networks
â2 University Recognition of Different Diplomas
â3 Releasing the Chokehold
7 Primary and Middle School Models
â1 Inquiry-Based Learning
â2 Project-Based Learning
â3 Creativity
â4 Rest, Pacing, and Wellbeing
â5 Why Do These Models Not Transfer into Secondary Schools?
8 Alternative High School Models
â1 Vocational Programmes
â2 Microcredentialing and Digital Badges
â3 Alternative Transcripts
â4 Creative School-Based Projects
â5 Challenges and Opportunities
9 Higher Education Efforts at Broadening Assessment
â1 College Board
â2 Test-Optional Pathways
â3 Interviews
â4 Personal Statements
â5 Sports and Arts Scholarships
â6 Assessment Constructs
10 Assessment of Talent in the Workplace
â1 Personality Tests
â2 Growth and Evaluation: Different Approaches
â3 Replacing Performance Reviews with Ongoing Feedback: Implications for Learning and the World of Work
11 Competences
â1 UNESCO IBEâs Work and Vision of Curriculum and Competences
â2 The Significance of Competences for the Future of Work
â3 Assessing Competences
12 The International School of Geneva and UNESCO International Bureau of Education
â1 The Ecolint Learner Passport
â2 The Coalition to Honour All Learning
Index
The intended audience is curriculum experts, school, university, curriculum and examination board administrators, students and researchers in education.