The rise and stall of standards-based reform

被引：0
|
作者：
Volante, Louis [1 ,2 ]
Klinger, Don A. [3 ]
DeLuca, Christopher [4 ]
机构：
[1] Brock Univ, St Catharines, ON, Canada
[2] United Nations Univ MERIT, Maastricht Grad Sch Governance, Maastricht, Netherlands
[3] Murdoch Univ, Perth, Australia
[4] Queens Univ, Fac Educ, Sch Grad Studies & Postdoctoral Affairs, Kingston, ON, Canada
来源：
PHI DELTA KAPPAN | 2024年 / 106卷 / 02期
关键词：
Standards; Education reform; Assessment; Artificial intelligence; Post-COVID; Noncognitive skills;
D O I：
10.1177/00317217241287985
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The promotion and measurement of standards in compulsory education systems has been a prominent feature of Western education systems for centuries. But the COVID-19 pandemic and the rise of artificial intelligence (AI) have made the limits of current standards-based approaches to assessment more evident. Louis Volante, Don A. Klinger, and Christopher DeLuca discuss the importance of both cognitive and non-cognitive skills for the future success of schools. More authentic assessments, some of which leverage AI, can assess students' performance in these essential domains.
引用
收藏
页码：42 / 46
页数：5
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