Even in the 1920s, Goodenough was attempting to develop better assessment methods for understanding young children’s growth and development. Although an enduring mystery, a century later, a growing number of educators, schools and systems are asking, “is there a better way to measure success?”
The challenge of figuring this out at a student and system level is significant. Again, if we solve in silos, there is the potential of adding more fragments to decipher, more heuristics to navigate and more contradictory options of what works.
Imagine for a moment the experience of new trainee teachers. Do we want that experience to be coherent and clear of the swirling mix of ideas? Or is better teaching practice forged from seeking a pathway through the mire?
We need leadership from research organisations, schools and education systems. An example of this is the New Metrics for Success project
from Melbourne University.