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gital driver's license

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researchers found they could pick out the best teachers in a school and even predict roughly how much their students would learn if they rated the educators through a formula that put equal weight on student input, test scores and detailed classroom observations by principals and peers

Judging teachers primarily by student performance on state tests, for instance, turned out to be highly unreliable, with little consistency from year to year. Judging them chiefly by a principal's observations failed to identify those teachers who could be counted on to boost student proficiency on state math and reading tests.

This should be a very big red flag to all those policy makers who think they can have test-based accountability be half or more of a teacher's evaluation

adaptive learning will adjust every question based on a student’s previous answer.

Knewton is working on having educational content tagged so it can be placed into a “Knowledge Graph.” This system determines what concepts need to be learned before a student can move on to others, and how they all fit together.

The company recently parterned with Pearson to tag every textbook under their imprint work with the Knewton Knowledge Graph.

One effort I started in June was to announce a seed grant program to support individual faculty and small teams that wanted to try different ways of teaching their course. So the internal funding helps support students or assistants or web developers or other people to help faculty recraft all or part of their course in order to see if new approaches really help.

here isn't an actual fixed fund. We got about 40 applicants. Maybe 20 of those things we funded. Each one was up to $25,000. I think I'd like to continue that on a quarterly basis. And really, we're new at all this. So the scale of this effort will depend on the faculty input and the outcome of how effective we find this to be.

We now have the ability for individual faculty or programs on campuses to produce appealing online content with relatively low effort and distribute that wide

traditionally collected input measures — class size, per pupil expenditure, the fraction of teachers with no certification, and the fraction of teachers with an advanced degree — are not correlated with school effectiveness.

frequent teacher feedback, the use of data to guide instruction, high-dosage tutoring, increased instructional time, and high expectations — explains approximately 50 percent of the variation in school effectiveness