... But expediency should not be our main priority when it comes to schools.
Instead, we should come up with assessments that truly measure the qualities of well-educated children: the ability to understand what they read; an interest in using books to gain knowledge; the capacity to know when a problem calls for mathematics and quantification; the agility to move from concrete examples to abstract principles and back again; the ability to think about a situation in several different ways; and a dynamic working knowledge of the society in which they live.
And the educators say, "WHAT!? What’s your definition of accountable? Didn’t you give us a charter to help students become critical thinkers, curious, creative, self-aware, empathetic, confident, courageous, resourceful, in love with learning, and capable of wonder?"
"And now you’re telling us that a standardized, one-shot, paper-and-pencil, multiple choice, bubble-in-the-oval, machine-scored test of short-term memory of the contents of a few school subjects - you’re telling us that a computer is going to spit out a number that tells us whether or not we’re succeeding!? You've gotta be kidding!"