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Malcolm
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The world has changed but schools and universities have not - yes I even mean the ones embracing new technologies!
The revolution cannot be complete or realistically appraised until the elephant in the room is addressed - ASSESSMENT.
Two words are used in the UK when defining assessment.
VALIDITY does the test measure what it claims to be measuring?
RELIABILITY - Is the test producing consistent results across a variety of students.
Very few examinations embrace new technology in any meaningful way. They tend to default to measuring that which is easily measured. Reliability is interpreted as setting the same examination on a narrowly defined subject area.
Both these approaches deny the new reality and prevent new potential of the new technologies being realised. The pedagogy required for the new reality is not new. It's natural, human and the way it was before advanced technologies. It recognises creativity cannot be defined 'reliably' and that humans have a wide range of interests even within a 'subject' area and that is to be encouraged for innovation to flourish.
Where is the evidence for this argument? If we continue to apply the old industrial regime of assessment we will never see the potential realised and some will continue to argue that 'standards' are not the same.
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