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

页码：42 / 46

页数：5

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