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Untapped Talent: Can better testing and data accelerate creativity in learning and societies? 12 Dec - 17 Dec, 2015
IMAGINATIONUntapped Talent: Can better testing and data accelerate creativity in learning and societies?12 Dec - 17 Dec, 2015

    Overview

    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.

    Key Questions

    • In what ways can formal and informal assessment be used as a driver of positive change throughout learners' lives in education and beyond?
    • Which are the most promising new models of assessment, and what makesthem credible?
    • Moving beyond the old industrial model of sorting, how can learners be more fully engaged so that a better measure is taken of their potential?
    • How do we best address the deficit in empirical evidence around measurement of creativity and interdisciplinary and critical thinking? And around emotional components and social/empathetic skills?
    • How far can predictive analytics alert school and college leaders to the true potential and also the challenges which student populations and individuals face, particularly among lower income groups?
    • What are the privacy and other regulatory implications of gathering data from students' apps and online activity - for instance in creating "digital dashboards" - indicating whether they are on track or not?
    • How might such digital assessment further empower students across the age and social spectrums to understand and manage their own learning better, diagnosing where difficulties lie and what to do about them, as we move towards the world (as in health) of the quantified self?
    • In what ways can we link formal assessment results with big data to understand what works best for individuals, communities, employers and populations?
    • How can we move on from assessing skills and knowledge to testing individuals' potential to adapt and innovate in interdisciplinary settings and across sectors?
    • In what ways can employers and others identify informal learning and talent, which has not been revealed through formal education, particularly among more marginalized groups?
    • What do we need to better link science, data and policy, in order to tackle political and institutional blockages that delay the translation of cutting-edge research into action?

    Salzburg Statement

    View and download the finalized Session 558 Salzburg Statement on Realizing Human Potential through Better Use of Assessment and Data in Education

     

    Session Newsletters

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    Day 4

     

    Session Photos


    View full set on Flickr

    (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.)

    Related Readings & Resources

    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

    Related Content

    Michael Nettles - Why the ‘Whole Child’ Matters
    Michael Nettles - Why the ‘Whole Child’ Matters
    Getting Smart - Measuring and Evaluating Social and Emotional Skills
    Getting Smart - Measuring and Evaluating Social and Emotional Skills
    Report now online Untapped Talent: Can Better Testing and Data Accelerate Creativity in Learning and Societies?
    Report now online Untapped Talent: Can Better Testing and Data Accelerate Creativity in Learning and Societies?
    Alina von Davier - “There are many things we don't measure because we don't know how”
    Alina von Davier - “There are many things we don't measure because we don't know how”
    Experts Call for New Approaches to Measure Human Potential
    Experts Call for New Approaches to Measure Human Potential
    Building the Bridges to Untapped Talent
    Building the Bridges to Untapped Talent
    Untapped Talent - Day 1: Can Better Testing and Data Accelerate Creativity? "Yes it can!"
    Untapped Talent - Day 1: Can Better Testing and Data Accelerate Creativity? "Yes it can!"
    Joe Hallgarten - “Assessment is an act of love”
    Joe Hallgarten - “Assessment is an act of love”
    Untapped Talent - Day 2: Innovations from the Regions
    Untapped Talent - Day 2: Innovations from the Regions
    Michael Nettles - Clarity and cloudiness in the uses of big data for education
    Michael Nettles - Clarity and cloudiness in the uses of big data for education
    Varaidzo Mureriwa - STEM, in its very essence, is creativity
    Varaidzo Mureriwa - STEM, in its very essence, is creativity