For 'Deeper Learning,' Assess Abilities Broadly

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

To the Editor:

While Barbara Chow’s Commentary "Rigorous and Deeper Learning" (Oct. 6, 2010) was very timely, it raises a troubling issue. Most states that use high-stakes testing for student promotion mainly assess students’ core-content knowledge. If we are to be fair to students, then, as we implement the five concepts that Ms. Chow proposes, our assessments must measure student abilities in all concepts.

This is especially true in a school like my own. We are a public charter school that serves dyslexic children. Many of these children do well in critical thinking but are very weak in the other concepts. Yet, they are assessed like all other students, mainly on core content, and this is not equitable.

So, as we move to infuse all five of Ms. Chow’s concepts into teaching and learning, assessments must measure all of them equally.

O. Cleveland Hill
Thibodaux, La.

Vol. 30, Issue 09, Page 20

Published in Print: October 27, 2010, as For 'Deeper Learning,' Assess Abilities Broadly
Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on edweek.org, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories