Locus of Accountability: Contemplating the Impact of Social Networking and 21C
NCLB, with its lofty and noble goals, created a movement of accountability that has shifted the locus of accountability away from individual student performance toward institutional system compliance. We are measuring the school/district performance on "standardized" tests. The goal is to identify issues with the schools, but it delays accountability and shifts the focus away from the students.
The stated aim of NCLB is to ensure that every child reaches his/her fullest potential. Evaluating the institutional performance once/year shifts the aim to the wrong target. The target should be focused on the students, not the school. Our efforts should focus on solutions that make it easier for students and teachers to seamlessly embed assessment into the learning exercise, not view assessment as a "separate test". Perhaps the recent emphasis placed on social networking and the importance of 21C skills can help shift the focus back toward the student.
With an emphasis on higher order thinking associated with “21st Century Learning", we'll promote skills that do not lend themselves to traditional multiple choice, "after the fact" evaluation. Instead, the demonstration of the 21C skills will be embedded in the learning exercises. The Partnership for 21st Century Skills developed a framework that promotes the seamless integration of these skills with assessment and core subject learning.
Much of what we hear about 21C skills emphasizes leveraging technology for communication and collaboration. Likewise, technology-based communication and collaboration is often associated with “social networking”. However, just using technology to facilitate communication and collaboration doesn’t imply learning or higher order thinking. Ultimately, we need a blend of accountability that focuses on the individual growth and needs of each learner within the context of a social network.
As Ruth Reynard mentioned in her article, we need to build "Customized Learner Networks: networks that are both socially constructed and individually driven…. Helping students understand the difference between information sharing, ideas sharing, and knowledge construction….” However, Reynard also cautions that “simply because students can make connections and share information with untold numbers of individuals around the world instantaneously does not mean that those connections are producing new knowledge.” I agree with her cautionary statement. Hopefully, “Customized Learner Networks” can shift the locus of accountability toward the student, helping us shift away from the institutional focus.
What are your thoughts on the opportunities and challenges?
The stated aim of NCLB is to ensure that every child reaches his/her fullest potential. Evaluating the institutional performance once/year shifts the aim to the wrong target. The target should be focused on the students, not the school. Our efforts should focus on solutions that make it easier for students and teachers to seamlessly embed assessment into the learning exercise, not view assessment as a "separate test". Perhaps the recent emphasis placed on social networking and the importance of 21C skills can help shift the focus back toward the student.
With an emphasis on higher order thinking associated with “21st Century Learning", we'll promote skills that do not lend themselves to traditional multiple choice, "after the fact" evaluation. Instead, the demonstration of the 21C skills will be embedded in the learning exercises. The Partnership for 21st Century Skills developed a framework that promotes the seamless integration of these skills with assessment and core subject learning.
Much of what we hear about 21C skills emphasizes leveraging technology for communication and collaboration. Likewise, technology-based communication and collaboration is often associated with “social networking”. However, just using technology to facilitate communication and collaboration doesn’t imply learning or higher order thinking. Ultimately, we need a blend of accountability that focuses on the individual growth and needs of each learner within the context of a social network.
As Ruth Reynard mentioned in her article, we need to build "Customized Learner Networks: networks that are both socially constructed and individually driven…. Helping students understand the difference between information sharing, ideas sharing, and knowledge construction….” However, Reynard also cautions that “simply because students can make connections and share information with untold numbers of individuals around the world instantaneously does not mean that those connections are producing new knowledge.” I agree with her cautionary statement. Hopefully, “Customized Learner Networks” can shift the locus of accountability toward the student, helping us shift away from the institutional focus.
What are your thoughts on the opportunities and challenges?
Tags: 21c, accountability, customized, learner, nclb, networking, networks, social
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