Experts from the Research & Innovation Network, across Pearson, and our collaborators voice their stories and insights about challenges and opportunities in education. Join the conversation.

 

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College to Career – Ready or not, here we come.

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Associate editor Adrian Thompson reflects on the skills college students need to have today to be career ready in the 21st century workplace. Continue reading

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Collective Goals for Schools

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Kathy McKnight examines Michael Fullan’s “right drivers” and “wrong drivers” for school’s goals in her System for Professional Excellence blog series. Continue reading

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Why an Assessment Renaissance Means Fewer Tests

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Why an assessment renaissance means fewer tests but more information. Continue reading

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A Progression of Understanding of Geometric Measurement

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Results from the National Assessment of Educational Progress (NAEP) have shown that many American middle school students have difficulties with the concept of area. Here are two items from the Second, Third, and Fourth NAEP, which both assessed students’ knowledge of determining the area of a rectangle Continue reading

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Are you ready for a renaissance in assessment?

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There is a rapidly accelerating debate amongst educators around the world – from developed and developing economies, and from schools, universities and professionals – about the purpose and use of assessments. A new consensus is emerging advocating for the use of new technologies to reduce the quantity and improve the quality of assessments. Continue reading

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Assessing students – the old vs the new assessment

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Infographic: Why the way we assess students needs to change, and how that new way might look. Continue reading

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A Better Way of Scoring Essays on Standardized Tests

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Scoring essays on standardized tests accurately is challenging. They are scored by people who have to be carefully screened and trained. These people, called scorers, are trained to judge essays against a set of criteria—or a rubric. The training is both time-consuming and expensive. Continue reading

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Getting the Most from Your Manipulatives

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The National Council of Teachers of Mathematics (2000) and many educational researchers, academics and administrators recommend that teachers provide students with access to manipulatives for math learning. Manipulatives do just what their name implies – they allow children to learn concepts related to numeracy by manipulating physical objects. Continue reading

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FY 2015 Federal Education Budget

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The K12 headline from last night’s Congressional spending bill is: Continue reading

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Looking Back on School of Thought

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It’s been nearly 18 months since we released School of Thought: A Vision for the Future of Learning. And I can’t help but find myself looking back on School of Thought. What did we get right? What did we miss? … Continue reading

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