Report Finds ‘Deeper Learning’ Model Improves Outcomes for All Students
Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning?
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That shift has brought schools that are practicing “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/deeper-learning/\" target=\"_blank\">deeper learning\u003c/a>” into focus.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.hewlett.org/programs/education/deeper-learning\" target=\"_blank\">William and Flora Hewlett Foundation\u003c/a> has been a big supporter of this work, defining deeper learning as a model that focuses on critical thinking, communication, collaboration, academic mindsets and learning how to learn, all through rigorous content. \u003ca href=\"http://www.air.org/resource/deeper-learning\" target=\"_blank\">New research conducted by the American Institutes for Research (AIR)\u003c/a> has found that the deeper learning model does have positive learning outcomes for students, regardless of their background.\u003c/p>\n\u003cp>The model is often critiqued as a framework that only works for high-achieving learners. The Hewlett Foundation commissioned this study to test whether the model works for all learners, choosing schools with a high proportion of low-income and English-language learners who often face \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/strategies-to-reach-every-student-regardless-of-language-barrier/\" target=\"_blank\">more barriers to achievement\u003c/a>. AIR investigators were also careful to choose schools that did not have a selective admissions process that might skew the student population toward high-achieving learners.\u003c/p>\n\u003cp>Researchers investigated 13 schools in Hewlett's Deeper Learning Network and compared them with nearby schools with similar demographics. To strengthen the comparison, AIR researchers also chose individual students with similar demographic and academic characteristics when entering ninth grade and compared their learning outcomes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Students attending Deeper Learning Network schools graduated on time, that is, in four years, at a 9 percent higher rate than their matched counterparts at the comparison school,” said Jennifer O’Day, co-principal investigator for AIR. Additionally, students at deeper learning schools were more likely to attend four-year colleges and often enrolled in more selective institutions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“One of the things that we saw in these schools was that the teachers and students themselves were constantly engaged in thinking about what students were learning, and the students were reflecting on their learning and trying to improve it.”\u003c/aside>\n\u003cp>Positive stories in education often highlight one student who overcame the odds, or an exceptional teacher or school, noted Ron Berger, chief academic officer for Expeditionary Learning, one of the Deeper Learning Network school models. “This is a much more important story because it's not about one student or one teacher or one school, or even one network,” Berger said.\u003c/p>\n\u003cp>The schools in the study all subscribe to the broad principles of deeper learning, but they implement those ideas in different ways. Still, the study found consistently better performance and reports from students at the Deeper Learning Network schools. “We’re talking about applying these principles of deeper learning broadly, and it’s not dependent on one great teacher or one kid,” Berger said.\u003c/p>\n\u003cp>To begin scaling up this model, the report recommends that educators take advantage of the growing number of deeper learning resources available, visit deeper learning schools and explore ways to change the system to allow for more learning of this kind.\u003c/p>\n\u003cp>One obvious barrier remains the importance of standardized test scores for determining school resources, leading to its paramount importance for many administrators. “The most important assessments happening in schools right now are not the big top-down assessments,” Berger said. “It’s the ones happening in the minds of students. Those are the kinds of things that need to be supported at the school level. It’s not that those big assessments are wrong, it’s that they are incredibly insufficient to build up these skills.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"t55qdzSlkB3YgVmOorDLWRVqnfW420J8\"]\u003c/p>\n\u003cp>O’Day has been working in the education field for 30 years and agreed that watching students articulate their own learning and growth was the most striking difference between Deeper Learning Network schools and more traditional schools in this study. “One of the things that we saw in these schools was that the teachers and students themselves were constantly engaged in thinking about what students were learning, and the students were reflecting on their learning and trying to improve it,” she said.\u003c/p>\n\u003cp>If this approach to teaching and learning is to take hold more broadly, however, a lot of pieces of the education system at many levels would have to change. Teachers need more professional development to learn how to scaffold and support student learning in this way. Administrators don’t often have the leadership skills to advocate and support the work. The accountability systems used by state and federal education bureaucracies would need to shift to align with the kinds of instruction taking place in the classroom. And schools need more resources to make sure all of this can take place.\u003c/p>\n\u003cp>AIR investigators also looked at more traditional measures of achievement -- tests. They evaluated student scores on state exams (the Regents in New York and the High School Exit Exam in California) and on the \u003ca href=\"http://www.oecd.org/pisa/aboutpisa/pisa-basedtestforschools.htm\" target=\"_blank\">OECD PISA-based Test for Schools\u003c/a>, which is supposed to measure complex problem-solving skills as well as content. “We found on average that students in the network schools achieved higher scores in reading, math and science than students in comparison schools,” O’Day said.\u003c/p>\n\u003cp>Researchers also asked students about their personal experiences of school to make sure student opinion aligned with quantitative data. “It’s important to look at what students are actually experiencing because it's not always what adults think they’re experiencing,” O’Day said. \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/what-keeps-students-them-motivated-to-learn/\" target=\"_blank\">Students at deeper learning schools\u003c/a> reported higher levels of engagement, motivation to learn, self-efficacy and collaboration skills than their peers.\u003c/p>\n\u003cp>Students were also asked about creative thinking skills, locus of control, perseverance and self-management, but the results were not significantly better for deeper learning schools in these areas than non-network schools. One possible explanation for this discrepancy is that projects are very structured at Deeper Learning Network schools, so students feel supported and guided through the process, said Marc Chun, a program officer at the Hewlett Foundation. He suspects that this support led to lower scores on qualities such as control, self-management and perseverance.\u003c/p>\n\u003cp>“We feel pretty comfortable that the kinds of outcomes we are seeing are a result of the experiences [students] receive while in school,” O’Day said. The researchers found the results held true for students coming in as high-achieving middle schoolers and for those with low achievement.\u003c/p>\n\u003cp>“This consistency was across multiple measures, and it was across a variety of school models,” O’Day said. “This suggests that this concept of deeper learning has legs. And it also suggests that there’s not one right approach to doing this, that there may be multiple ways of helping students achieve these outcomes.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Here is a list of networks in the Hewlett Foundation’s Deeper Learning Community of Practice:\u003cbr>\n\u003ca href=\"http://asiasociety.org/international-studies-schools-network\">Asia Society\u003c/a>\u003cbr>\n\u003ca href=\"http://www.bigpicture.org/\">Big Picture Learning\u003c/a>\u003cbr>\n\u003ca href=\"http://www.connectedcalifornia.org/\">ConnectEd\u003c/a>\u003cbr>\n\u003ca href=\"http://www.edvisions.com/\">EdVisions Schools\u003c/a>\u003cbr>\n\u003ca href=\"http://www.envisionschools.org/\">Envision Schools\u003c/a>\u003cbr>\n\u003ca href=\"http://elschools.org/\">Expeditionary Learning\u003c/a>\u003cbr>\n\u003ca href=\"http://www.hightechhigh.org/\">High Tech High\u003c/a>\u003cbr>\n\u003ca href=\"http://internationalsnps.org/\">Internationals Network for Public Schools\u003c/a>\u003cbr>\n\u003ca href=\"http://www.newtechnetwork.org/\">New Tech Network\u003c/a>\u003cbr>\n\u003ca href=\"http://www.newvisions.org/\">New Visions for Public Schools\u003c/a> \u003c/p>\n\n","blocks":[],"excerpt":"The conversation about what kids need to know and to be able to do by the end of high school has gradually shifted over the past several years to emphasize not just rigorous content goals, but also less tangible skills, such as creative thinking, problem-solving and collaboration. ","status":"publish","parent":0,"modified":1412343460,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1204},"headData":{"title":"Report Finds ‘Deeper Learning’ Model Improves Outcomes for All Students | KQED","description":"The conversation about what kids need to know and to be able to do by the end of high school has gradually shifted over the past several years to emphasize not just rigorous content goals, but also less tangible skills, such as creative thinking, problem-solving and collaboration. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"37946 http://blogs.kqed.org/mindshift/?p=37946","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/03/report-finds-deeper-learning-model-improves-outcomes-for-all-students/","disqusTitle":"Report Finds ‘Deeper Learning’ Model Improves Outcomes for All Students","path":"/mindshift/37946/report-finds-deeper-learning-model-improves-outcomes-for-all-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png\" alt=\"Deeper Learning\" width=\"464\" height=\"300\" class=\"alignnone size-full wp-image-23833\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2.png 464w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-400x259.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/09/Screen-Shot-2012-09-12-at-1.41.58-PM2-320x207.png 320w\" sizes=\"(max-width: 464px) 100vw, 464px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">The conversation about what kids need to know and to be able to do by the end of high school has gradually shifted over the past several years to emphasize not just rigorous content goals, but also less tangible skills, such as creative thinking, problem-solving and collaboration. That shift has brought schools that are practicing “\u003ca href=\"http://ww2.kqed.org/mindshift/tag/deeper-learning/\" target=\"_blank\">deeper learning\u003c/a>” into focus.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.hewlett.org/programs/education/deeper-learning\" target=\"_blank\">William and Flora Hewlett Foundation\u003c/a> has been a big supporter of this work, defining deeper learning as a model that focuses on critical thinking, communication, collaboration, academic mindsets and learning how to learn, all through rigorous content. \u003ca href=\"http://www.air.org/resource/deeper-learning\" target=\"_blank\">New research conducted by the American Institutes for Research (AIR)\u003c/a> has found that the deeper learning model does have positive learning outcomes for students, regardless of their background.\u003c/p>\n\u003cp>The model is often critiqued as a framework that only works for high-achieving learners. The Hewlett Foundation commissioned this study to test whether the model works for all learners, choosing schools with a high proportion of low-income and English-language learners who often face \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/strategies-to-reach-every-student-regardless-of-language-barrier/\" target=\"_blank\">more barriers to achievement\u003c/a>. AIR investigators were also careful to choose schools that did not have a selective admissions process that might skew the student population toward high-achieving learners.\u003c/p>\n\u003cp>Researchers investigated 13 schools in Hewlett's Deeper Learning Network and compared them with nearby schools with similar demographics. To strengthen the comparison, AIR researchers also chose individual students with similar demographic and academic characteristics when entering ninth grade and compared their learning outcomes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Students attending Deeper Learning Network schools graduated on time, that is, in four years, at a 9 percent higher rate than their matched counterparts at the comparison school,” said Jennifer O’Day, co-principal investigator for AIR. Additionally, students at deeper learning schools were more likely to attend four-year colleges and often enrolled in more selective institutions.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“One of the things that we saw in these schools was that the teachers and students themselves were constantly engaged in thinking about what students were learning, and the students were reflecting on their learning and trying to improve it.”\u003c/aside>\n\u003cp>Positive stories in education often highlight one student who overcame the odds, or an exceptional teacher or school, noted Ron Berger, chief academic officer for Expeditionary Learning, one of the Deeper Learning Network school models. “This is a much more important story because it's not about one student or one teacher or one school, or even one network,” Berger said.\u003c/p>\n\u003cp>The schools in the study all subscribe to the broad principles of deeper learning, but they implement those ideas in different ways. Still, the study found consistently better performance and reports from students at the Deeper Learning Network schools. “We’re talking about applying these principles of deeper learning broadly, and it’s not dependent on one great teacher or one kid,” Berger said.\u003c/p>\n\u003cp>To begin scaling up this model, the report recommends that educators take advantage of the growing number of deeper learning resources available, visit deeper learning schools and explore ways to change the system to allow for more learning of this kind.\u003c/p>\n\u003cp>One obvious barrier remains the importance of standardized test scores for determining school resources, leading to its paramount importance for many administrators. “The most important assessments happening in schools right now are not the big top-down assessments,” Berger said. “It’s the ones happening in the minds of students. Those are the kinds of things that need to be supported at the school level. It’s not that those big assessments are wrong, it’s that they are incredibly insufficient to build up these skills.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>O’Day has been working in the education field for 30 years and agreed that watching students articulate their own learning and growth was the most striking difference between Deeper Learning Network schools and more traditional schools in this study. “One of the things that we saw in these schools was that the teachers and students themselves were constantly engaged in thinking about what students were learning, and the students were reflecting on their learning and trying to improve it,” she said.\u003c/p>\n\u003cp>If this approach to teaching and learning is to take hold more broadly, however, a lot of pieces of the education system at many levels would have to change. Teachers need more professional development to learn how to scaffold and support student learning in this way. Administrators don’t often have the leadership skills to advocate and support the work. The accountability systems used by state and federal education bureaucracies would need to shift to align with the kinds of instruction taking place in the classroom. And schools need more resources to make sure all of this can take place.\u003c/p>\n\u003cp>AIR investigators also looked at more traditional measures of achievement -- tests. They evaluated student scores on state exams (the Regents in New York and the High School Exit Exam in California) and on the \u003ca href=\"http://www.oecd.org/pisa/aboutpisa/pisa-basedtestforschools.htm\" target=\"_blank\">OECD PISA-based Test for Schools\u003c/a>, which is supposed to measure complex problem-solving skills as well as content. “We found on average that students in the network schools achieved higher scores in reading, math and science than students in comparison schools,” O’Day said.\u003c/p>\n\u003cp>Researchers also asked students about their personal experiences of school to make sure student opinion aligned with quantitative data. “It’s important to look at what students are actually experiencing because it's not always what adults think they’re experiencing,” O’Day said. \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/what-keeps-students-them-motivated-to-learn/\" target=\"_blank\">Students at deeper learning schools\u003c/a> reported higher levels of engagement, motivation to learn, self-efficacy and collaboration skills than their peers.\u003c/p>\n\u003cp>Students were also asked about creative thinking skills, locus of control, perseverance and self-management, but the results were not significantly better for deeper learning schools in these areas than non-network schools. One possible explanation for this discrepancy is that projects are very structured at Deeper Learning Network schools, so students feel supported and guided through the process, said Marc Chun, a program officer at the Hewlett Foundation. He suspects that this support led to lower scores on qualities such as control, self-management and perseverance.\u003c/p>\n\u003cp>“We feel pretty comfortable that the kinds of outcomes we are seeing are a result of the experiences [students] receive while in school,” O’Day said. The researchers found the results held true for students coming in as high-achieving middle schoolers and for those with low achievement.\u003c/p>\n\u003cp>“This consistency was across multiple measures, and it was across a variety of school models,” O’Day said. “This suggests that this concept of deeper learning has legs. And it also suggests that there’s not one right approach to doing this, that there may be multiple ways of helping students achieve these outcomes.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Here is a list of networks in the Hewlett Foundation’s Deeper Learning Community of Practice:\u003cbr>\n\u003ca href=\"http://asiasociety.org/international-studies-schools-network\">Asia Society\u003c/a>\u003cbr>\n\u003ca href=\"http://www.bigpicture.org/\">Big Picture Learning\u003c/a>\u003cbr>\n\u003ca href=\"http://www.connectedcalifornia.org/\">ConnectEd\u003c/a>\u003cbr>\n\u003ca href=\"http://www.edvisions.com/\">EdVisions Schools\u003c/a>\u003cbr>\n\u003ca href=\"http://www.envisionschools.org/\">Envision Schools\u003c/a>\u003cbr>\n\u003ca href=\"http://elschools.org/\">Expeditionary Learning\u003c/a>\u003cbr>\n\u003ca href=\"http://www.hightechhigh.org/\">High Tech High\u003c/a>\u003cbr>\n\u003ca href=\"http://internationalsnps.org/\">Internationals Network for Public Schools\u003c/a>\u003cbr>\n\u003ca href=\"http://www.newtechnetwork.org/\">New Tech Network\u003c/a>\u003cbr>\n\u003ca href=\"http://www.newvisions.org/\">New Visions for Public Schools\u003c/a> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37946/report-finds-deeper-learning-model-improves-outcomes-for-all-students","authors":["234"],"categories":["mindshift_20673","mindshift_1"],"tags":["mindshift_939","mindshift_1040","mindshift_813","mindshift_381"],"featImg":"mindshift_23833","label":"mindshift"},"mindshift_34253":{"type":"posts","id":"mindshift_34253","meta":{"index":"posts_1591205157","site":"mindshift","id":"34253","score":null,"sort":[1393610293000]},"guestAuthors":[],"slug":"how-do-we-create-rich-learning-opportunities-for-all-students","title":"Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning? ","publishDate":1393610293,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_34271\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/inchoherent/5197618882/\">\u003cimg class=\"size-full wp-image-34271\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/sunshine.jpg\" alt=\"sunshine\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As educators across the country continue to examine the best ways of teaching and learning, a new lexicon is beginning to emerge that describes one particular approach -- \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">deeper learning\u003c/a>. The phrase implies a rich learning experience for students that allows them to really dig into a subject and understand it in a way that requires more than just memorizing facts.\u003c/p>\n\u003cp>The elements that make up this approach are not necessarily new -- great teachers have been employing these tactics for years. But now there's a movement to codify the different pieces that define the deeper learning approach, and to spread the knowledge from teacher to teacher, school to school in the form of a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\">Deeper Learning MOOC\u003c/a> (massive open online course), organized by a group of schools, non-profits, and sponsored by the \u003ca href=\"http://www.hewlett.org/programs/education-program/deeper-learning\" target=\"_blank\">Hewlett Foundation.\u003c/a>\u003c/p>\n\u003cp>So what defines deeper learning? This group has identified six competencies: mastering content, critical thinking, effective written and oral communication, collaboration, learning how to learn, and developing academic mindsets.\u003c/p>\n\u003cp>To help put these concepts in perspective, consider the example of a High Tech High sophomore class in San Diego that worked together in groups on a project combining humanities and physics through the lens of the rise and fall of ancient civilizations. Students were responsible for creating a mechanism to explain their theory about why those civilizations failed, drawing on what they’d learned about gears through the course of the project.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability.\"\u003c/aside>\n\u003cp>“My individual mechanism didn’t work on exhibition day, when the whole school was watching,” said Maya Ervin, a sophomore at\u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\"> High Tech High\u003c/a> during the first online panel of the MOOC. The malfunction didn’t affect her entire grade because her teacher had been watching her collaborate and communicate with her group on the project for weeks and had many data points to assess her understanding of the material.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The great project for education everywhere is to reach all students and to discover that all students are capable of deeper learning,” said Rob Riordan, co-founder of High Tech High in describing the goal of the Deeper Learning MOOC. “The question then becomes, how do we find ways to offer access to all learners and in ways that all can shine.” That means letting students get their hands on materials to build things, giving them a real question or problem that’s worth pursuing and making them feel that they are engaged in authentic, valuable work.\u003c/p>\n\u003cp>“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability,\" said Larry Rosenstock, High Tech High’s other founder. \"Those are natural elements and talents that are all within us, but they’re not drawn upon in schools.” When schools try to draw out these innate human qualities, the social differences between students no longer matter for their achievement. But to achieve that vision of equitable learning, educators must recognize the varied strengths of students, some of which might not be strictly related to academic content.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING ACADEMIC MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Educators often discuss the difficulty of teaching students who don’t seem to want to learn. Without internal motivation and curiosity, school can feel like a chore to many students. But there are concrete ways to help students develop motivation and other positive academic mindsets.“The key is that we can develop in students that inner drive, that motivation for them to make the most out of those learning experiences,” said Eduardo Briceño, CEO of \u003ca href=\"http://www.mindsetworks.com/\" target=\"_blank\">Mindset Works\u003c/a>, a non-profit started by Stanford Professor Carol Dweck \u003ca href=\"http://www.mindsetworks.com/webnav/whatismindset.aspx\" target=\"_blank\">based on her research\u003c/a>.\u003c/p>\n\u003cp>To develop a positive academic mindset, these are four key beliefs students must hold:\u003c/p>\n\u003cul>\n\u003cli>I can change my intelligence and abilities through effort\u003c/li>\n\u003cli>I can succeed\u003c/li>\n\u003cli>I belong in this learning community\u003c/li>\n\u003cli>This work has value and purpose for me\u003c/li>\n\u003c/ul>\n\u003cp>When those beliefs are present and paired with learning strategies to help with effective self-management, any student can be successful. “We have to be deliberate about creating environments that foster those beliefs and strategies in students so they take ownership of learning,” Briceno said. “There is not one way to create deeper learning, different schools can design themselves in different ways to create deeper learning experiences and outcomes for their students.”\u003c/p>\n\u003cp>\u003cstrong>DEEPER LEARNING AND THE COMMON CORE\u003c/strong>\u003c/p>\n\u003cp>“Teachers consistently tell us the things that hold them back from deeper learning are state tests and college expectations,” said \u003ca href=\"http://www.gse.harvard.edu/directory/faculty/faculty-detail/?fc=78498&flt=m&sub=all\" target=\"_blank\">Jal Mehta\u003c/a>, professor at Harvard Graduate School of Education. Mehta has spent a lot of time visiting schools around the country, documenting deeper learning or its lack. In high school, teachers say there are too many required topics so classes turn into shallow treatments of a wide range of topics, rather than a deep dive on just a few.\u003c/p>\n\u003cp>[contextly_sidebar id=\"0e93f4040107474941fa290cdf0efecd\"]\u003c/p>\n\u003cp>The Common Core State Standards try to take a deeper approach to learning, but Deeper Learning MOOC panelists agreed that whether the standards live up to their expectations depends on implementation. “If you add a few letters to standards you get standardization and standardization is the death knell to innovation,” said Rosenstock. “I think that there’s a lot of ways that you can be accountable and the greatest risk for standards is that they devolve into content standards, instead of process standards.”\u003c/p>\n\u003cp>Panelists agreed that for the most part the Common Core Standards are trying to move in the right direction, but how those standards are assessed can become tricky. “Before we assess, we need to know what we are assessing for,” said Marc Chun, program officer at the Hewlett Foundation. What does effective collaboration look like? What does it really look like to be a critical thinker? These skill are more oriented towards process than content, making them difficult to assess in a standardized way.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS AND DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>“The relationship between teachers and administrators parallels the relationship between teachers and students,” said Mehta. If administrators hold tightly to hierarchy, teachers are more likely to see themselves as the authority figure in the classroom. Conversely, if there is a respectful partnership between administrators and teachers that approach transfers to the classroom, modeling how teachers can treat students as partners in the learning process.\u003c/p>\n\u003cp>Another important key to success is for educators to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-opening-up-classroom-doors-can-push-education-forward/\">move away from siloed disciplines and work together in groups\u003c/a>. Rosenstock said High Tech High teachers rarely work alone. Instead, they look for ways to create projects that cross the boundaries of disciplines, the way real world problems often do.\u003c/p>\n\u003cp>It’s also worth recognizing that deeper learning isn’t happening everywhere and some teachers may have never experienced that kind of learning in their own schooling. In those cases, it might help them to see deeper learning in action in order to understand how they might be able to implement it in their classrooms. “Despite the fact that there’s not that much deeper learning out there, when there is, it’s really powerful,” Mehta said.“The most helpful thing with respect to learning about deeper learning was seeing it and then doing it.”\u003c/p>\n\u003cp>\u003cstrong>GETTING STARTED WITH DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>One easy way to try out deeper learning is to ask students what interests them. Don’t have any curricular goals in mind, just ask them genuinely what they care about. Throw the ideas up on the board and group them, looking for an overarching theme. “As educators you forget to go to students and ask a question,” said Maya Ervin, the High Tech High sophomore. “Sometimes it’s forgotten that the students are the ones that are most affected by deeper learning.”\u003c/p>\n\u003cp>Rob Riordan has tried this method with students of all ages. With one sixth grade class it was clear that all their questions were linked to the end of the world. The class ended up studying asteroids, earthquakes, the Mayan calendar and other apocalyptic events.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The core competencies of deeper learning will transfer beyond school and into the rest of students lives. That makes it imperative that all students acquire them through school and makes any discussions of deeper learning one about equity. “I think that the notion of deeper learning is ultimately a social justice issue,” said Chun. “We need to find ways for everyone to have this otherwise they’ll be left behind with the challenges we’ll face in the world.”\u003c/p>\n\n","blocks":[],"excerpt":"Every student has the capacity for rich, meaningful learning experiences. How can educators tap into the motivation that helps drive a love of learning in students? They key might be found in the \"deeper learning\" movement.","status":"publish","parent":0,"modified":1399067474,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1483},"headData":{"title":"Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning? | KQED","description":"Every student has the capacity for rich, meaningful learning experiences. How can educators tap into the motivation that helps drive a love of learning in students? They key might be found in the "deeper learning" movement.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"34253 http://blogs.kqed.org/mindshift/?p=34253","disqusUrl":"https://ww2.kqed.org/mindshift/2014/02/28/how-do-we-create-rich-learning-opportunities-for-all-students/","disqusTitle":"Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning? ","path":"/mindshift/34253/how-do-we-create-rich-learning-opportunities-for-all-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34271\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/inchoherent/5197618882/\">\u003cimg class=\"size-full wp-image-34271\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/sunshine.jpg\" alt=\"sunshine\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/sunshine-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As educators across the country continue to examine the best ways of teaching and learning, a new lexicon is beginning to emerge that describes one particular approach -- \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">deeper learning\u003c/a>. The phrase implies a rich learning experience for students that allows them to really dig into a subject and understand it in a way that requires more than just memorizing facts.\u003c/p>\n\u003cp>The elements that make up this approach are not necessarily new -- great teachers have been employing these tactics for years. But now there's a movement to codify the different pieces that define the deeper learning approach, and to spread the knowledge from teacher to teacher, school to school in the form of a \u003ca href=\"http://dlmooc.deeper-learning.org/\" target=\"_blank\">Deeper Learning MOOC\u003c/a> (massive open online course), organized by a group of schools, non-profits, and sponsored by the \u003ca href=\"http://www.hewlett.org/programs/education-program/deeper-learning\" target=\"_blank\">Hewlett Foundation.\u003c/a>\u003c/p>\n\u003cp>So what defines deeper learning? This group has identified six competencies: mastering content, critical thinking, effective written and oral communication, collaboration, learning how to learn, and developing academic mindsets.\u003c/p>\n\u003cp>To help put these concepts in perspective, consider the example of a High Tech High sophomore class in San Diego that worked together in groups on a project combining humanities and physics through the lens of the rise and fall of ancient civilizations. Students were responsible for creating a mechanism to explain their theory about why those civilizations failed, drawing on what they’d learned about gears through the course of the project.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability.\"\u003c/aside>\n\u003cp>“My individual mechanism didn’t work on exhibition day, when the whole school was watching,” said Maya Ervin, a sophomore at\u003ca href=\"http://www.hightechhigh.org/\" target=\"_blank\"> High Tech High\u003c/a> during the first online panel of the MOOC. The malfunction didn’t affect her entire grade because her teacher had been watching her collaborate and communicate with her group on the project for weeks and had many data points to assess her understanding of the material.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The great project for education everywhere is to reach all students and to discover that all students are capable of deeper learning,” said Rob Riordan, co-founder of High Tech High in describing the goal of the Deeper Learning MOOC. “The question then becomes, how do we find ways to offer access to all learners and in ways that all can shine.” That means letting students get their hands on materials to build things, giving them a real question or problem that’s worth pursuing and making them feel that they are engaged in authentic, valuable work.\u003c/p>\n\u003cp>“What you want to have is a sense of imagination, intuition and inspiration, and those don’t miss-predict based on socio-economic status, race, gender or language ability,\" said Larry Rosenstock, High Tech High’s other founder. \"Those are natural elements and talents that are all within us, but they’re not drawn upon in schools.” When schools try to draw out these innate human qualities, the social differences between students no longer matter for their achievement. But to achieve that vision of equitable learning, educators must recognize the varied strengths of students, some of which might not be strictly related to academic content.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING ACADEMIC MINDSETS\u003c/strong>\u003c/p>\n\u003cp>Educators often discuss the difficulty of teaching students who don’t seem to want to learn. Without internal motivation and curiosity, school can feel like a chore to many students. But there are concrete ways to help students develop motivation and other positive academic mindsets.“The key is that we can develop in students that inner drive, that motivation for them to make the most out of those learning experiences,” said Eduardo Briceño, CEO of \u003ca href=\"http://www.mindsetworks.com/\" target=\"_blank\">Mindset Works\u003c/a>, a non-profit started by Stanford Professor Carol Dweck \u003ca href=\"http://www.mindsetworks.com/webnav/whatismindset.aspx\" target=\"_blank\">based on her research\u003c/a>.\u003c/p>\n\u003cp>To develop a positive academic mindset, these are four key beliefs students must hold:\u003c/p>\n\u003cul>\n\u003cli>I can change my intelligence and abilities through effort\u003c/li>\n\u003cli>I can succeed\u003c/li>\n\u003cli>I belong in this learning community\u003c/li>\n\u003cli>This work has value and purpose for me\u003c/li>\n\u003c/ul>\n\u003cp>When those beliefs are present and paired with learning strategies to help with effective self-management, any student can be successful. “We have to be deliberate about creating environments that foster those beliefs and strategies in students so they take ownership of learning,” Briceno said. “There is not one way to create deeper learning, different schools can design themselves in different ways to create deeper learning experiences and outcomes for their students.”\u003c/p>\n\u003cp>\u003cstrong>DEEPER LEARNING AND THE COMMON CORE\u003c/strong>\u003c/p>\n\u003cp>“Teachers consistently tell us the things that hold them back from deeper learning are state tests and college expectations,” said \u003ca href=\"http://www.gse.harvard.edu/directory/faculty/faculty-detail/?fc=78498&flt=m&sub=all\" target=\"_blank\">Jal Mehta\u003c/a>, professor at Harvard Graduate School of Education. Mehta has spent a lot of time visiting schools around the country, documenting deeper learning or its lack. In high school, teachers say there are too many required topics so classes turn into shallow treatments of a wide range of topics, rather than a deep dive on just a few.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The Common Core State Standards try to take a deeper approach to learning, but Deeper Learning MOOC panelists agreed that whether the standards live up to their expectations depends on implementation. “If you add a few letters to standards you get standardization and standardization is the death knell to innovation,” said Rosenstock. “I think that there’s a lot of ways that you can be accountable and the greatest risk for standards is that they devolve into content standards, instead of process standards.”\u003c/p>\n\u003cp>Panelists agreed that for the most part the Common Core Standards are trying to move in the right direction, but how those standards are assessed can become tricky. “Before we assess, we need to know what we are assessing for,” said Marc Chun, program officer at the Hewlett Foundation. What does effective collaboration look like? What does it really look like to be a critical thinker? These skill are more oriented towards process than content, making them difficult to assess in a standardized way.\u003c/p>\n\u003cp>\u003cstrong>EDUCATORS AND DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>“The relationship between teachers and administrators parallels the relationship between teachers and students,” said Mehta. If administrators hold tightly to hierarchy, teachers are more likely to see themselves as the authority figure in the classroom. Conversely, if there is a respectful partnership between administrators and teachers that approach transfers to the classroom, modeling how teachers can treat students as partners in the learning process.\u003c/p>\n\u003cp>Another important key to success is for educators to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-opening-up-classroom-doors-can-push-education-forward/\">move away from siloed disciplines and work together in groups\u003c/a>. Rosenstock said High Tech High teachers rarely work alone. Instead, they look for ways to create projects that cross the boundaries of disciplines, the way real world problems often do.\u003c/p>\n\u003cp>It’s also worth recognizing that deeper learning isn’t happening everywhere and some teachers may have never experienced that kind of learning in their own schooling. In those cases, it might help them to see deeper learning in action in order to understand how they might be able to implement it in their classrooms. “Despite the fact that there’s not that much deeper learning out there, when there is, it’s really powerful,” Mehta said.“The most helpful thing with respect to learning about deeper learning was seeing it and then doing it.”\u003c/p>\n\u003cp>\u003cstrong>GETTING STARTED WITH DEEPER LEARNING\u003c/strong>\u003c/p>\n\u003cp>One easy way to try out deeper learning is to ask students what interests them. Don’t have any curricular goals in mind, just ask them genuinely what they care about. Throw the ideas up on the board and group them, looking for an overarching theme. “As educators you forget to go to students and ask a question,” said Maya Ervin, the High Tech High sophomore. “Sometimes it’s forgotten that the students are the ones that are most affected by deeper learning.”\u003c/p>\n\u003cp>Rob Riordan has tried this method with students of all ages. With one sixth grade class it was clear that all their questions were linked to the end of the world. The class ended up studying asteroids, earthquakes, the Mayan calendar and other apocalyptic events.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The core competencies of deeper learning will transfer beyond school and into the rest of students lives. That makes it imperative that all students acquire them through school and makes any discussions of deeper learning one about equity. “I think that the notion of deeper learning is ultimately a social justice issue,” said Chun. “We need to find ways for everyone to have this otherwise they’ll be left behind with the challenges we’ll face in the world.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34253/how-do-we-create-rich-learning-opportunities-for-all-students","authors":["234"],"categories":["mindshift_20673","mindshift_193"],"tags":["mindshift_939","mindshift_20642","mindshift_1040","mindshift_813","mindshift_20641"],"featImg":"mindshift_34271","label":"mindshift"},"mindshift_19019":{"type":"posts","id":"mindshift_19019","meta":{"index":"posts_1591205157","site":"mindshift","id":"19019","score":null,"sort":[1329160726000]},"guestAuthors":[],"slug":"can-robots-grade-essays-as-well-as-humans","title":"Can Robots Grade Essays As Well as Humans?","publishDate":1329160726,"format":"aside","headTitle":"ASSESSMENT | MindShift | KQED News","labelTerm":{"term":20658,"site":"mindshift"},"content":"\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/can-robots-grade-essays-as-well-as-humans/2164394977_9a6a0187d3_z/\" rel=\"attachment wp-att-19025\">\u003cimg class=\"size-medium wp-image-19025\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/2164394977_9a6a0187d3_z-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Slaving\u003c/p>\n\u003c/div>\n\u003ch5>By Jennifer Roland\u003c/h5>\n\u003cp>Essays have long been considered the gold standard for measuring students' understanding of a subject. But because multiple-choice tests have been graded by machines, making them easy and relatively inexpensive to administer, these sub-standard assessments are primarily what schools use for standardized test.\u003c/p>\n\u003cp>But is it possible to combine the more nuanced understanding that essays give us with the ease of automated grading? The Hewlett Foundation would like to find out. Last month, the organization \u003ca href=\"http://www.hewlett.org/newsroom/press-release/hewlett-foundation-sponsors-prize-improve-automated-scoring-student-essays\">announced\u003c/a> a $100,000 prize that will go to the software designer who can best create an automated essay grader. The goal, they say, is to find an efficient tool that will encourage schools to use essays more regularly for assessments.\u003c/p>\n\u003cp>\"[High cost and slow turnaround] typically mean that many school systems exclude essays in favor of multiple-choice questions, which are less able to assess students’ critical reasoning and writing skills,\" Hewlett Foundation wrote in its announcement. “Rapid and accurate automated essay scoring will encourage states to include more writing in their state assessments. And the more we can use essays to assess what students have learned, the greater the likelihood they’ll master important academic content, critical thinking, and effective communication,” said Barbara Chow \u003ca href=\"http://www.hewlett.org/newsroom/press-release/hewlett-foundation-sponsors-prize-improve-automated-scoring-student-essays\">in the release\u003c/a>.\u003c/p>\n\u003cp>But there's valid skepticism around robo-graders. Les Perelman, director of the \u003ca href=\"http://writing.mit.edu/wac\">Writing Across the Curriculum Program at MIT\u003c/a>, who's a noted critic of these types of tools, believes automated essay \u003c!--more-->graders are incapable of measuring anything but superficial elements of an essay -- and they do a bad job of that, too.\u003c/p>\n\u003cp>Automated essay graders prefer a standard five-paragraph essay format. They assess the maturity of vocabulary by counting the number of letters in the words and the number of words in each sentence. They look for the use of quotations, especially in the concluding paragraph, as a marker of an effective argument. And they check grammar and spelling. These elements are not the hallmark of good writing, Perelman says. In fact, most college writing instructors use their first-year writing courses to “deprogram students from writing five-paragraph essays,” he says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But there are teachers who use these kinds of tools and appreciate their ability to grade papers quickly and help students become more comfortable with revising their work before submitting for a final grade.\u003c/p>\n\u003cp>Joe Swope, an A.P. and community college psychology teacher, uses the program \u003ca href=\"https://www.sagrader.com/login\">SA Grader\u003c/a> to grade his students' written work. He says in addition to noticing that his students' A.P. psychology test scores have improved, the automated grader has made him a \"better teacher because it has freed me up to talk to students.”\u003c/p>\n\u003cp>“It teaches kids that writing is a process,” Swope says, which creates a love-hate relationship with writing for many of the kids he teaches. At first, they don't like writing and revising – they'd rather just submit the paper and be done with it. But they've come to like the instant feedback as the course progresses. And, he says, it “helps prepare kids for the rigorous process of the A.P. test.”\u003c/p>\n\u003cp>His students complete one essay per week, and they can submit and resubmit as many times as necessary to get the grade they're happy with. The program grades the essays immediately, which allows them to see their weaknesses while the subject matter is fresh in their minds. “By the time I read the papers and wrote comments and handed them back,” he says, it was often too late for students to benefit from the feedback.\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cspan style=\"color: #666699\">\u003cstrong>RELATED READING:\u003c/strong>\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/beyond-the-bubble-test-how-will-we-measure-learning/\">BEYOND THE BUBBLE TEST: HOW WILL WE MEASURE LEARNING IN THE FUTURE?\u003cstrong>\u003c/strong>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/testing-testing/\">TESTING, TESTING: THE CURRENT SCHOOL MODEL DOESN'T WORK\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>One of the criticisms Swope has encountered is that automated graders are for lazy teachers. But, he says, “just because the software is grading doesn't mean I don't read student work,\" he says. He tracks student performance and assesses student essays so he can “find trouble spots and start a dialogue that's more than just comments in the margin.”\u003c/p>\n\u003cp>Swope recommends products such as SA Grader for science and social science fields where the type of knowledge communicated in essays is easily measured by an automated process. “SA Grader would not be a good fit for, say, an English class.” Like the A.P. test, it doesn't grade writing style, he continues; “it is content-driven.”\u003c/p>\n\u003cp>But Perelman believes there is no discipline in which an automated essay grader is useful. “Technology can be used well in a lot of really useful ways,” he says, but it's a mistake to think it can be used to grade an essay. Instead of relying on automated grading tools, he says Microsoft Word can be used to assess spelling and grammar much more accurately than any essay scorer on the market. Essays should be graded by a human -- that's the only way to assess the nuance, structure and content of student writing, he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Hewlett's Foundation competition, which is being supported by the two main testing consortia, the Partnership for Assessment of Readiness for College and Careers (PAARC) and Smarter Balanced Assessment Consortium (SBAC), which received $365 million from the U.S. Department of Education to develop new assessments, will be conducted in two phases. The first part will analyze existing vendors' work, and the second will open up the competition to the public.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1329249080,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":934},"headData":{"title":"Can Robots Grade Essays As Well as Humans? | KQED","description":"Flickr: Slaving By Jennifer Roland Essays have long been considered the gold standard for measuring students' understanding of a subject. But because multiple-choice tests have been graded by machines, making them easy and relatively inexpensive to administer, these sub-standard assessments are primarily what schools use for standardized test. But is it possible to combine the","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"19019 http://blogs.kqed.org/mindshift/?p=19019","disqusUrl":"https://ww2.kqed.org/mindshift/2012/02/13/can-robots-grade-essays-as-well-as-humans/","disqusTitle":"Can Robots Grade Essays As Well as Humans?","path":"/mindshift/19019/can-robots-grade-essays-as-well-as-humans","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/can-robots-grade-essays-as-well-as-humans/2164394977_9a6a0187d3_z/\" rel=\"attachment wp-att-19025\">\u003cimg class=\"size-medium wp-image-19025\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/2164394977_9a6a0187d3_z-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: Slaving\u003c/p>\n\u003c/div>\n\u003ch5>By Jennifer Roland\u003c/h5>\n\u003cp>Essays have long been considered the gold standard for measuring students' understanding of a subject. But because multiple-choice tests have been graded by machines, making them easy and relatively inexpensive to administer, these sub-standard assessments are primarily what schools use for standardized test.\u003c/p>\n\u003cp>But is it possible to combine the more nuanced understanding that essays give us with the ease of automated grading? The Hewlett Foundation would like to find out. Last month, the organization \u003ca href=\"http://www.hewlett.org/newsroom/press-release/hewlett-foundation-sponsors-prize-improve-automated-scoring-student-essays\">announced\u003c/a> a $100,000 prize that will go to the software designer who can best create an automated essay grader. The goal, they say, is to find an efficient tool that will encourage schools to use essays more regularly for assessments.\u003c/p>\n\u003cp>\"[High cost and slow turnaround] typically mean that many school systems exclude essays in favor of multiple-choice questions, which are less able to assess students’ critical reasoning and writing skills,\" Hewlett Foundation wrote in its announcement. “Rapid and accurate automated essay scoring will encourage states to include more writing in their state assessments. And the more we can use essays to assess what students have learned, the greater the likelihood they’ll master important academic content, critical thinking, and effective communication,” said Barbara Chow \u003ca href=\"http://www.hewlett.org/newsroom/press-release/hewlett-foundation-sponsors-prize-improve-automated-scoring-student-essays\">in the release\u003c/a>.\u003c/p>\n\u003cp>But there's valid skepticism around robo-graders. Les Perelman, director of the \u003ca href=\"http://writing.mit.edu/wac\">Writing Across the Curriculum Program at MIT\u003c/a>, who's a noted critic of these types of tools, believes automated essay \u003c!--more-->graders are incapable of measuring anything but superficial elements of an essay -- and they do a bad job of that, too.\u003c/p>\n\u003cp>Automated essay graders prefer a standard five-paragraph essay format. They assess the maturity of vocabulary by counting the number of letters in the words and the number of words in each sentence. They look for the use of quotations, especially in the concluding paragraph, as a marker of an effective argument. And they check grammar and spelling. These elements are not the hallmark of good writing, Perelman says. In fact, most college writing instructors use their first-year writing courses to “deprogram students from writing five-paragraph essays,” he says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But there are teachers who use these kinds of tools and appreciate their ability to grade papers quickly and help students become more comfortable with revising their work before submitting for a final grade.\u003c/p>\n\u003cp>Joe Swope, an A.P. and community college psychology teacher, uses the program \u003ca href=\"https://www.sagrader.com/login\">SA Grader\u003c/a> to grade his students' written work. He says in addition to noticing that his students' A.P. psychology test scores have improved, the automated grader has made him a \"better teacher because it has freed me up to talk to students.”\u003c/p>\n\u003cp>“It teaches kids that writing is a process,” Swope says, which creates a love-hate relationship with writing for many of the kids he teaches. At first, they don't like writing and revising – they'd rather just submit the paper and be done with it. But they've come to like the instant feedback as the course progresses. And, he says, it “helps prepare kids for the rigorous process of the A.P. test.”\u003c/p>\n\u003cp>His students complete one essay per week, and they can submit and resubmit as many times as necessary to get the grade they're happy with. The program grades the essays immediately, which allows them to see their weaknesses while the subject matter is fresh in their minds. “By the time I read the papers and wrote comments and handed them back,” he says, it was often too late for students to benefit from the feedback.\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cspan style=\"color: #666699\">\u003cstrong>RELATED READING:\u003c/strong>\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/beyond-the-bubble-test-how-will-we-measure-learning/\">BEYOND THE BUBBLE TEST: HOW WILL WE MEASURE LEARNING IN THE FUTURE?\u003cstrong>\u003c/strong>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/testing-testing/\">TESTING, TESTING: THE CURRENT SCHOOL MODEL DOESN'T WORK\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>One of the criticisms Swope has encountered is that automated graders are for lazy teachers. But, he says, “just because the software is grading doesn't mean I don't read student work,\" he says. He tracks student performance and assesses student essays so he can “find trouble spots and start a dialogue that's more than just comments in the margin.”\u003c/p>\n\u003cp>Swope recommends products such as SA Grader for science and social science fields where the type of knowledge communicated in essays is easily measured by an automated process. “SA Grader would not be a good fit for, say, an English class.” Like the A.P. test, it doesn't grade writing style, he continues; “it is content-driven.”\u003c/p>\n\u003cp>But Perelman believes there is no discipline in which an automated essay grader is useful. “Technology can be used well in a lot of really useful ways,” he says, but it's a mistake to think it can be used to grade an essay. Instead of relying on automated grading tools, he says Microsoft Word can be used to assess spelling and grammar much more accurately than any essay scorer on the market. Essays should be graded by a human -- that's the only way to assess the nuance, structure and content of student writing, he says.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Hewlett's Foundation competition, which is being supported by the two main testing consortia, the Partnership for Assessment of Readiness for College and Careers (PAARC) and Smarter Balanced Assessment Consortium (SBAC), which received $365 million from the U.S. Department of Education to develop new assessments, will be conducted in two phases. The first part will analyze existing vendors' work, and the second will open up the competition to the public.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/19019/can-robots-grade-essays-as-well-as-humans","authors":["180"],"series":["mindshift_20658"],"categories":["mindshift_195"],"tags":["mindshift_108","mindshift_813","mindshift_814"],"featImg":"mindshift_19025","label":"mindshift_20658"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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To that end, educators will find a slew of tech products that promise to make these formative assessments easier. Take a look at the posts below, which provide examples of how teachers are using technology to help assess student learning moment by moment, including one effort to use video games for assessment. DIG INTO ASSESSMENT 1. The Importance of Low-Stakes Student Feedback 2. Rethinking Assessment: Trusting Teachers to Evaluate Student Learning 3. Beyond the Bubble Test: How Will We Measure Learning in the Future? 4. In an Era of Global Competition, What Exactly Are We Testing For? 5. How Do You Measure Learning? 6. SimCityEDU: Using Games for Formative Assessment 7. Is Kindergarten Too Young to Test? 8. 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