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Tony Searl

http://www.forumforeducation.org/ - 4 views

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    "In conjuction with our partners in the Rethink Learning Now campaign, we have produced an ESEA Toolkit for you to use in making your voice heard around ESEA reauthorization."
Tony Searl

http://www.smallschoolsproject.org/PDFS/co10103/transforming.pdf - 2 views

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    IMAGINE AN assessment system in which teachers had a wide repertoire of classroom-based, culturally sensitive assessment practices and tools to use in helping each and every child learn to high standards; in which educators collaboratively used assessment information to continuously improve schools; in which important decisions about a student, such as readiness to graduate from high school, were based on the work done over the years by the student; in which schools in networks held one another accountable for student learning; and in which public evidence of student achievement consisted primarily of samples from students' actual schoolwork rather than just reports of results from one-shot examinations.
Tony Searl

Turning Children into Data - 4 views

  • The teachers understood that learning doesn’t have to be measured in order to be assessed. 
  • It focused on teachers’ personal “connection[s] with our subject area” as the basis for helping students to think “like mathematicians or historians or writers or scientists, instead of drilling them in the vocabulary of those subject areas or breaking down the skills.”  In a word, the teachers put kids before data.
  • All that does is corrupt the measure (unless it’s a test score, in which case it’s already misleading), undermine collaboration among teachers, and make teaching less joyful and therefore less effective by meaningful criteria.
  • ...6 more annotations...
  • kids should have a lot to say about their assessment.
  • we want to create an environment where students can “experience success and failure not as reward and punishment but as information."  
  • students’ desire to learn?
  • The more that students are led to focus on how well they're doing, the less engaged they tend to become with what they're doing. 
  • A school that’s all about achievement and performance is a school that’s not really about discovery and understanding.
  • teachers’ isolation, fatalism, and fear (of demands by clueless officials to raise test scores at any cost).
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    "While some education conferences are genuinely inspiring, others serve mostly to demonstrate how even intelligent educators can be remarkably credulous, nodding agreeably at descriptions of programs that ought to elicit fury or laughter, avidly copying down hollow phrases from a consultant's PowerPoint presentation, awed by anything that's borrowed from the business world or involves digital technology. Many companies and consultants thrive on this credulity, and also on teachers' isolation, fatalism, and fear (of demands by clueless officials to raise test scores at any cost). With a good dose of critical thinking and courage, a willingness to say "This is bad for kids and we won't have any part of it," we could drive these outfits out of business -- and begin to take back our schools."
Tony Searl

The End of Techno-Critique: The Naked Truth about 1:1 Laptop Initiatives and Educationa... - 8 views

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    This article responds to a generation of techno-criticism in education. It contains a review of the key themes of that criticism. The context of previous efforts to reform education reframes that criticism. Within that context, the question is raised about what schools need to look and be like in order to take advantage of laptop computers and other technology. In doing so, the article presents a vision for self-organizing schools.
Tony Searl

http://tsheko.wordpress.com/2009/11/01/what-have-i-learned-from-vce/ - 3 views

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    November 1, 2009 by tsheko This article in The Age resounded with me - Surely there's a better test was written by Alexandra Adornetto, Year 12 VCE student at Eltham College and, at 17, already an author of a popular children's trilogy starting with The shadow thief. This article in The Age resounded with me - Surely there's a better test was written by Alexandra Adornetto , Year 12 VCE student at Eltham College and, at 17, already an author of a popular children's trilogy starting with The shadow thief."
Tony Searl

Assessment & Teaching of 21st Century Skills - Melbourne University - 0 views

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    MU Assessment project
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