Road Maps for Learning and Teacher Evaluation

摘要

Black, Wilson, and Yao (this issue) make a compelling case for a coherent model of curriculum, pedagogy, and assessment, all built around a well-specified theory of learning. Arguing that dominant assessment policies and practices tend to drive pedagogy and student attitudes toward learning in pernicious ways, Black et al. make an argument that is as much about policy, values, and use as it is about assessment design. They propose an assessment system that is first and foremost about helping teachers understand how well students are learning with respect to a clear set of desired learning outcomes so that teachers can take appropriate steps to help students progress. They also note that for teachers to use learning progressions and assessments well, substantial professional development will likely be needed.