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To identify talent and foster success across society, assessment science and practice along with predictive analytics will need to become drivers for change.
This session focused on the current gap between standardized assessments and the need to educate and measure for "21st century skills" of creativity, critical thinking, communication and collaboration, from early childhood through formal education and beyond. It explored the power of data of all sorts - data exhaust and predictive analytics as well as educational testing - to reveal new pathways for people to develop these skills, and access work in a transforming labor market. Particular attention needs to go to marginalized groups at risk of exclusion across generations. This session specifically addressed the growing demand for interdisciplinary practice and education, which depends on a mix of divergent and convergent thinking at the heart of creativity.
View and download the finalized Session 558 Salzburg Statement on Realizing Human Potential through Better Use of Assessment and Data in Education
(All photos are available for republication. Please credit Salzburg Global Seminar/Ela Grieshaber. If you need non-watermarked images, please contact Salzburg Global Editor, Louise Hallman.)
Are our Children Learning? Literacy and Numeracy across East Africa 2013. Assessment report by Uwezo.
Are our Children Learning? Literacy and Numeracy in Uganda 2014. Assessment report by Uwezo, Uganda.
Sian L. Beilock, et al. "Female teachers’ math anxiety affects girls’ math achievement." www.pnas.org 107.5 (2010)
Benasich, April A. et al. "Plasticity in Developing Brain: Active Auditory Exposure Impacts Prelinguistic Acoustic Mapping." The Journal of Neuroscience 34.40 (2014)
Berkowitz, Talia, et al. "Math at home adds up to achievement in school." Sciencemag.org 350.6257 9 October 2015
Burkhardt, H. (2009) On Strategic Design. Educational Designer, 1(3).
Gunderson, Elizabeth A., et al. "Parent Praise to 1- to 3-Year-Olds Predicts Children’s Motivational Frameworks 5 Years Later." Child Development 84.5 2013
ISDDE (2012) Black, P., Burkhardt, H., Daro, P., Jones, I., Lappan, G., Pead, D., Stephens, M. (2012) High-stakes Examinations to Support Policy. Educational Designer, 2(5).
Jabr, Ferris. "The Reading Brain in the Digital Age: The Science of Paper versus Screens." Scientific American 11 April 2013
Levine, Susan C., et al."What Counts in the Development of Young Children’s Number Knowledge?" Developmental Psychology 46.5 (2010)
Meyer, Robinson. "How Whooshes and Beeps Can Make Babies Better Listeners." The Atlantic 9 Oct. 2014
Park, Alice. "How to Improve a Baby’s Language Skills Before They Start to Talk." Time 30 Sept. 2014
Pruden, Shannon M. et al. "Children’s spatial thinking: does talk about the spatial world matter?" Developmental Science 14:6 (2011)
Singal, Jesse. "Parents May Soon Have Neuroscience-Approved, Language-Promoting Gadgets for Their Babies." New York Magazine 30 Sept. 2014
Sisk, Bryan. "A 'Sound' Approach to Help Babies Talk." ABC News 3 Oct. 2014
Swan, M. and Burkhardt, H. (2012) Designing Assessment of Performance in Mathematics: A Designer Speaks. Educational Designer, 2(5).
Resources
http://map.mathshell.org contains a collection of examples of broad-spectrum assessment in mathematics.
Rutgers University | Newark. Power and phase synchronization underlie a left processing advantage in 7-month-old infants with active auditory experience. Graph
PAL Network | People's Action for Learning website
Videos
Every Child Counts (and Reads): Measuring Learning for All