New Outcomes, New Metrics, and Implications for Growth Models of Learning

• In Event: The Role of Assessment and New Metrics in Dealing With Changes in Education in the Digital Age: Findings From the International Academy of Education

Abstract

Developmental, or growth models of education have become increasingly common over the past two decades. When these growth models are applied to 21st Century skills it is evident that the skills and their assessment are not gaining a great deal of traction in the schools, in the classrooms, in curriculum statements or in practice. ATC21S, 2015 PISA study, among others, have attempted to measure some of these new learning outcomes. Increasingly students are learning independently by surfing the net, accessing information and using it in a variety of settings not related to the school curriculum. Teachers are increasingly becoming redundant by providing content that students have already accessed. Larger numbers of students are surpassing teacher levels of skill and knowledge through independent learning from a range of sources. A common message being conveyed from the world of work, commerce, industry, finance and services is that the idea of accumulating knowledge such that it can be retold and packaged as an end result of education is no longer relevant. Students need to become self-regulated, autonomous, critical and curious learners. If the student cannot self regulate then their learning outcomes reach a ceiling determined by the ceiling of knowledge and expertise that the teacher possesses. Beyond that ceiling the skills that the student needs to learn do not change but the way they learn has to change. Evidence shows that student gains at low levels of proficiency are large but as students approach the upper competency level of the teacher gains diminish and flat line or even regress as the student reaches and then potentially surpasses the competence level of the teacher.

Author

• Patrick E. Griffin, University of Melbourne