Respect the Power of Large-Scale Assessments: What They Cannot Measure

Yuan, Zhenguo; Zhao, Yong

doi:10.1177/2096531119868079

Cited by 3 publications

(2 citation statements)

References 19 publications

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“…A number of policy researchers shared key insights of what large-scale assessment cannot measure. For example, these assessments cannot measure unknown constructs, thus cannot fully predict success of individuals and societies; they cannot measure “exceptionality” and ignored the real frontiers and exceptional talents among top performers, thus stifling innovation; they cannot measure inconclusive, dynamic, and context-dependent human abilities, such as effective communication skills in different cultural contexts; assessments do not represent the qualities that different individual needs merely using the same standards to measure every child (Pons, 2017; Yuan & Zhao, 2019; Zhao et al, 2019).…”

Section: The Limitation and Caveats Of Chinese Compulsory Education Q...mentioning

confidence: 99%

Education Quality Assessment in China: What We Learned From Official Reports Released in 2018 and 2019

Yin

2020

ECNU Review of Education

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Purpose: This article intended to introduce the recent Chinese compulsory education quality assessment. Design/Approach/Methods: The article summarized education policy documents relevant to the recent Chinese compulsory education quality assessment, especially from the three reports: The Chinese Compulsory Education Quality Monitoring Report, The Chinese Compulsory Education Quality Monitoring Report on Mathematical Learning, and The Chinese Compulsory Education Quality Monitoring Report on Physical Education and Health. Findings: The article examined the development of Chinese education quality assessment in the context of the nation’s pursuit of holistic education. It first reviewed a brief history of the education quality monitoring work in China that bore the fruits a few recent reports. Second, findings and the framework of the assessment are demonstrated. Finally, I discuss the significance, limitations, and special issues of the assessment. Originality/Value: The article is among the earliest to present findings of the recent quality assessment in Chinese compulsory education in English critically.

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Section: The Limitation and Caveats Of Chinese Compulsory Education Q...mentioning

confidence: 99%

Education Quality Assessment in China: What We Learned From Official Reports Released in 2018 and 2019

Yin

2020

ECNU Review of Education

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“…This results in a host of damaging side effects. Several papers in the special issue devote considerable attention to these consequences—ranging from exacerbation of inequity and demoralization of professionals to ethic corruption and stifled creativity—which they refer to as “collateral damage,” “unintended consequences,” “washback effects,” or more mildly “paradoxes” (see Beghetto, 2019; Emler, Zhao, Deng, Yin, & Wang, 2019; Yuan & Zhao, 2019; Zhao, Wehmeyer, Basham, & Hanse, 2019). In this context, the special issue invites a more fundamental rethinking of LSAs that goes beyond the cognitive skills (e.g., literacy and numeracy) in order to measure a broader range of learning capabilities referred to as noncognitive skills or 21st-century skills (e.g., innovations skills, entrepreneurial skills, happiness, physical well-being, self-determination, social–emotional well-being, resilience, grit, communication skills, and collaboration skills; see Rappleye, Komatsu, Uchida, Krys, & Markus, 2019 for a critique of this shift to the noncognitive).…”

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confidence: 99%

Measuring What Really Matters: Education and Large-Scale Assessments in the Time of Climate Crisis

Silova¹,

Rappleye²,

Komatsu

2019

ECNU Review of Education

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Paradigm Shifts in Education: An Ecological Analysis

Zhao (赵勇),

Zhong (仲若君)

2024

ECNU Review of Education

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Purpose The purpose of this article is to analyze educational changes, in particular transformational changes, and suggest a new approach to shift the paradigm in education using an ecological conceptual framework. Design/Approach/Methods An ecological analysis of two key factors in education: prescribed curriculum and student autonomy. Findings Paradigm shift can happen in schools, but it cannot be imposed by systems, and systems typically are unable to propose transformational changes. Such changes should happen within schools, but not affecting the entire school. Thus a “school within a school” approach is proposed with some examples. The small change could affect entire systems from the perspective of panachy theory. Originality/Value This article brings a fresh perspective on making the much needed transformational changes possible in schools. AI partnership, personalized learning, student autonomy and self-determination, self-directed learning are all fascinating and hopeful ideas that could bring the best education possible for all students. But implementing these would demand a paradigm shift in schools. Schools are the most resilient social entities, but they are also the easiest to change organizations. For over 200 years, the essence of schooling has not changed, but there have been significant changes in curriculum, textbooks, testing, and pedagogy. Today, we need schools to operate with a different education paradigm to enable students to have more autonomy and control of their learning in order to survive and thrive in the uncertain age of Artificial Intelligence. It seems apparent that the school system has successfully resisted paradigm shifts or transformational changes.

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Respect the Power of Large-Scale Assessments: What They Cannot Measure

Cited by 3 publications

References 19 publications

Education Quality Assessment in China: What We Learned From Official Reports Released in 2018 and 2019

Education Quality Assessment in China: What We Learned From Official Reports Released in 2018 and 2019

Measuring What Really Matters: Education and Large-Scale Assessments in the Time of Climate Crisis

Paradigm Shifts in Education: An Ecological Analysis

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