Recently in High Stakes Testing Category

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February 26, 2015

State Testing: Where's the Dialogue Around Learning?

Two recent commentaries in Education Week and the NY Times focused on the need for annual state testing. Unfortunately we keep battling over testing at a time when we should really talk about learning.

January 25, 2015

Politics or Pedagogy: Which One Wins?

In New York State the education system is built on a political cycle and not a pedagogical one.

January 16, 2015

Do We All Need a Dose of Assessment Literacy?

Assessment literacy would do us all a bit of good...especially those leaders at the top.

January 06, 2015

Our Nation May STILL Be 'At Risk'

More than 30 years later we may still be A Nation At Risk but for many different reasons.

December 14, 2014

3 Reasons Why High-Stakes Testing Matters

Sadly, there are 3 reasons why high stakes testing matters...to some people.

December 04, 2014

The Curriculum Wars: What Should All Children Learn?

What should all students be expected to learn? The Common Core set out to level the playing field, but in many states different schools are doing different things. Level playing field...or more of the same?

December 02, 2014

Is It Time to Get Rid of Grades?

There is a No Grades movement building across the US. What is it all about?

October 30, 2014

Comfortable Learning Environment: Soften the Blow of Accountability?

In today's guest blog, two co-authors suggest that a comfortable learning environment is the key to softening the blow of accountability through reform, standards, testing, and mandates.

October 19, 2014

Does Increased Accountability Work?

A recent NY Times article suggests that increased accountability isn't helping to raise achievement or growth...something educators have been saying for many years.

October 09, 2014

Common-Core Side Effects: Worth the Costs?

Something is missing in the raging debate about the Common Core, and in today's guest blog Yong Zhao addresses it.

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The opinions expressed in Finding Common Ground are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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