Using the MMI to revamp the admission interview process
Though it’s true testing needs fixing, it also offers extraordinary promise for improving our childrens’ education.
Is there evidence that collecting and using assessments of student learning really does promote improved student learning outcomes?
Personality is both more important to academic success and more responsive to intervention than intelligence, researchers are finding.
Yet another (they keep coming!) report has emerged arguing for the importance of elevating the “non-cognitive” in our schools.
The research keeps coming: Non-cogs matter.
Rather than measuring what students already know, or their underlying intelligence, we could be measuring learning proficiency.
If SEL is so important, how can educators (and admission directors) convey and demonstrate their commitment to it?
In addition to a commitment to real-world and project-based learning, the school intends to use technology to accelerate its continuous improvement.
Paul Tough has returned with an important feature in the recent New York Times magazine, entitled “Who Gets to Graduate?”