Global Education and Data – Supplementary Resources
Throughout the podcast, a variety of resources were mentioned by our guests and our host. On this page, we provide you with links to those resources.
Hopefully, the podcast raised questions for you. These resources are the next step. We don’t expect that you will read all of them. But it’s our guess that the podcast has whetted your appetite to dig a bit deeper in a few areas. Look at the list of resources below, read our descriptions, follow the links, and then skim over the first few lines—see what works for you!
Also, feel free to assemble your own reading list. If you want to dig deeper on data dialogues, for example, get ahold of the book recommended in the article below. If you are interested in the work of Yong Zhao, go to his website to read a free sample chapter from one of his books.
Remember, the most important part of an inquiry project is framing the issue. We suspect that the podcast, along with a few more hours of disciplined reading, might help you frame your own questions in ways that are nuanced, insightful, and focused.
In this article, the psychologist famed for her work on the importance of grit raises questions about the ability of schools to measure such traits as part of their school-improvement plans.
In this article, Anya Kamenetz, author of The Test: Why Our Schools Are Obsessed With Standardized Testing, but You Don’t Have to Be, summarizes some of the findings of her work.
In this document, the AEA lays out the case against standardized testing.
Fred M. Newmann, M. Bruce King, & Dana L. Carmichael. (2009). Authentic Instruction and Assessment: Common Standards for Rigor and Relevance in Teaching Academic Subjects. Prepared for the Iowa Department of Education.
In this article, Fred Newmann and his colleagues argue for assessments that give us information on students’ ability to do the type of work that is valued outside of school contexts.
Leslie Santee Siskin. (2003). Outside the core: Accountability in tested and untested subjects. In Martin Carnoy, Richard Elmore, & Leslie Santee Siskin (eds.), The New Accountability: High Schools and High-Stakes Testing (pp. 85-96). RoutledgeFalmer: New York.
In this article, Santee Siskin explores how high-stakes testing has effaced others forms of accountability that teachers have towards the communities in which they teach.
In this document, a consortium of educational groups provide guidance on how to go about organizing data dialogues.
In this article, Stiggins helps us imagine how students might become empowered to use assessment data to develop their own learning. He argues that an assessment is high quality only if it encourages the learner to keep on learning.
In this article, Zhao explores the downside of focusing only on “what works” as we pursue higher academic achievements scores for our students. He asks us to think about and attend to the side effects of any form of educational practice.
Now, move on to the inquiry question.