Fostering independence: Assessing student development

Abstract

The current educational context focuses on assessment-based accountability models, which have created a landscape of uniformity through the teaching of rote skills and strict adherence to product-based standards. I offer a real-life scenario based on an experience of one student, Kyle. Then, I provide the background describing the political context of his school career, including the mandates (NCLB) and assessments (FCAT) that affect his ability to succeed. I then discuss current educational agendas that move us even closer to narrow accountability models (RttT), before offering suggestions for creating a classroom that meets both students’ needs and the expectations of international assessments (PISA). Finally, I end with a vignette of what Kyle’s school career could be if we attend to the processes involved in authentic educational experiences and the role of schools in developing Generation R.