For a full history of Shift Happens, now with 20 million plus hits, head over to Karl Fisch’s eloquent summary.

 

If you are familiar with the numerous past Did you Knows? note the many  differences since 2007, a short 2 years ago.

Message to you Ruby? Are you really a learner? or do you say you are. If you WANT to answer affirmatively then have the courage to get out from under our excuse rocks, make even more mistakes, experiment and forget the teaching to the test.  That is providing my employer shows the requisite trust in return.

Nothing in Did You Know 4 is particularly cutting edge, it is however a timely and valuable update. The statistical summation is now contemporary but fundamental school technology has not had any seminal breakthroughs since 2007. It’s just all got faster, cheaper, easier.

What has developed substantially since 2007, with considerably more urgency attached, is if you, your place of learning or your systemic goverance  has failed to move, you may well find yourself all sorts of trouble in the next 12 months. Today playing edu catch up is no longer the option it once was.

Have a look at traditional media to see their reactive doom & gloom nonsense many have been trotting out. They didn’t see the social media freight train arriving and now they are trying to play catch up or, even better lets ban and/or control social media and certainly make it hard for consumers to access.

The rate of change means today’s learners need to be fluid, shifting, agile and moving, not locked down with predetermined staid “thats how we’ve always done it” answers. Feeling “loose”, opening doors, trying new ways and ceding control is an antithesis for manylearners, especially with 20 plus time on job. New scheme teachers & interns should not be exposed but many still are mentored towards these “tried, tired and proven” ways. 

Daunting? not really. The alternatives, especially irrelevancy, are far worse. 

Accelerating change is happening;

a) despite what you or I want

b) despite what you or I are willing to accept

c) despite what closed walled bureaucracy believes

Not sure if I’m saddened or gladdened by this jazzed up Shift message, especially when placed in the context of are teachers REALLY doing the right thing by the 2022 graduates, today’s Kindy kids?

For one University’s practical response to issues raised in DYK4,  have a look at what UNSW is doing. Despite targeting an older student base, arguments raised around social media use are also valid for other age groups.

Next PD at our place, we’ll all learn the lyrics.

Song by Kevin Honeycutt from ESSDACK.

Video directed/edited by Shawn Gormley.

Over at innovate2engage, the question Yes elearning DOES suck, but for how long?  is probably closer to the real issue, pedagogical change.

With massive apologies to Banjo Patterson ( love your work AB) DER’s frisky colt, Hi Ho Netbook, is currently bolting through 800 plus statewide year9 paddocks, as we speak.

“There is movement at work stations, for MSword has passed around, DER laptops of No Regret have caused BIG stirs”.

Lets hope this is what is happening in learning spaces across NSW.

The following slideshare message is now not new, but the crisp simple design communicates an important message effectively.
The days of genuine “yeah buts” or “TTWWADI” at places of learning are strictly numbered. A massive thumbs up to that.

I trust we’ll harness this opportunity and hang on for the ride. Whether or not we are in total control is irrelevant, it’s the moving that is critical. We need to experiment, have more fun, jump in and celebrate our netbook mistakes and achievements.

Now tech at one level in NSW is nearing ubiquity, we can start dismantling the rhetoric & excuses a small, but often influential, minority of ”teachers” have cowered behind for far too long.

“The Laptops from Rudd Ree’s River, soon a household word today,

And the learners told the stories of their ride”

Ah, I can see the movie now. Action!

Also view Fisch/McCleods “Social Media is not a Fad” (especially if you are yet to see the 2007 original “Did you know”?) and Xplanes “Imagine Leadership”, both useful conversation starters.

Amongst many points Henry asks learners to consider; (my italics)

• Filtering & blocking (child protection, duty of care)
• tech access, equity & the participation gap (haves & have nots)
• validation of more diverse learning experiences (Is the HSC broken?)
• bury the simplistic “immigrant and native” furphy (finally, please)
• ethics, responsiblity & accountability of knowledge production (digital citizenship)
• authentic connections with and for learners (walled gardens vs real world)
• Will open source exchange based on discernment and trust be realised? (network solvent vs community glue)
• Developing judgement, networking, appropriation skills (teaching)
• virtual communities & games as learning (Now pedagogy)
  
  

Edutopia, “What Works in Public Education” has more on their Digital Generation project.    

Whilst in other news, Scott McLeod comments at Dangerously Irrelevant “Can’t wait to see who has a leg up in a decade or two.”

That may ultimately be a crucial assessment litmus for 1:1 etal ICT.

But thats way too long, and damaging, to wait. Especially if  the baubles of now become more of what ICT has been.

What is your “new” first priority in regard to fundamentally shifting learning ?

I enjoyed

• Five Recommended Readings?
• Participatory Media Literacy. Why it matters?
• Waking up to the Economies of Networked Learning
• Newspapers & thinking the unthinkable
• Transforming Schools for the Future
• Digital Youth Project summary
• Fluid Learning

Check out DET (spin) tape. Ignore the, thankfully minimal, political rhetoric. Make no mistake, the NSW DER is a BIGGY. Lets hope it’s also right. 

I’ll get year 9 to critique it to their exacting standards on Monday.

At least now with the learning ’tube unblocked, we can even watch our NSW Public Schools Channel. Good move DET meisters. The kiddies love you more for it already.

Hang on tight, the disruptive ”ready, fire, aim” ICT approach is doing nothing if not promoting more professional dialogue where it matters; in the schools. I like it. Saturation, tipping points, just do it and they have.

The classroom chat and attitudes from the wise ones ranges from “too cool for school” to uber excitement. Paperweights to powerful connections?  Real learners & leaders will float to the surface and continue to drive the changes needed.

Stu Hasic eloquently summarises the DER history far better than I. He asks ”Is this technically the best 1:1 rollout in the world?” 

Probably is, but you know what? As a non techie type, I don’t give a hoot about technical, I just want engaged learners, and if this tech helps achieve it, then thats what we’ll give ‘em. Not too much to ask, is it?

(And so ends my 5 month blog sabatical. Thanks all for tweets & emails. And you know what? Not much really changed at all.Oh, & Happy Birthday Me.)

1:1 resources

• School Development Days (PLLD)
• Online Communication Tools
• Leading faculties & the DER
• DER Laptops Forum
• Cli cks July09 Newsletter  
• Macquarie ICT Centre Web2.0 Resources

Real student voice, not tokenistic, not patronising, not fly on the wall static attendance but authentic participative involvement by students as leaders of their own learning.

I’d like to attend PD like this. Teams of apprentice learners (students) demonstrating practical applications of keynoters/adult/master learners theories. 21st Century classrooms in action at PD events.

If the presented theories can’t be applied, haven’t been assessed or students don’t demonstrate, (digitally or F2F) then maybe that is PD I don’t want to attend anyway.

The recent AeA 21st Century learning Symposium involved master student keynoters. They inspired.

Certainly not unique to this symposium, many conferences use student keynoters, but as the supportive “36 year educator” in the audience says;

that success story is really important, our educators need to hear from you, your work, creativity, presentation is phenomenal work … I am very very proud of you, I tell you, you just made my whole year.

I trust what was demonstrated was applied in that speakers school from the next Monday. I am sure it was.

If you extract, go a little deeper and reflect on what these Year 8 students actually accomplished it should now be compulsory for all 21st Century conferences to invite student co-learners to present.

The learning demonstrated by these emerging, but already proficient, keynoters is a powerful example of;

• quality summative assessment of project based learning (eportflios)
• ownership, confidence and enthusiasm (doing not just saying)
• evidence of high levels of student engagement (21st C learning via walking the walk)
• H.O.T. skills as a starting base (raising the expectation bar)
• innovative application of digital learning tools (fluency not just digital literacy)
• articulate, real world communication skills (face to face quality public speaking)
• 21st century learning by the learners who really matter (students are our core focus)
• the future redundancy of uninspiring theory/data lecturers (FIGJAMers gone, yay.)

It seems these learners

1. choose a relevant PBL 21st century task
2. capture the formal and informal learning process with the intent to share
3. during and on completion, demonstrate/present to an authentic audience.
4. are formatively assessed by global networks
5. use quality, rigorous and repeatable assessment

Your process will be a future litmus for transformative learning. Open sourced, highly integrated tech focus, one to one projects, high academic standards an an overarching sense of learning fun and community involvement.

Yes Lincoln Magnet School, and the broader Springfield Public School District 186 you have every right to be proud. Your school is obviously a leader in the 21st century.

Top job, well done.

Try this quick quiz, dead easy it is.

To date, which scenario has had more impact on DET NSW connected learning? 

a) “Extrinsically imposed employer/political pressure because web2.0 connected learning is coming via massive and never seen before financial investment, “ready, fire, aim” style.”

OR

b) “Intrinsically lets engage because I actually want to personally take deep individual ownership and walk the walk in my learning and leadership life?”

I am seriously curious as to the main motivations and attitudes behind the current positive DET shift we are seeing. 

The answer will have an enduring impact on the up take and embed rate of any transformational change DET expects.

If teachers understand why? with real purpose, learning will stick bottom up b) style but if its DET mandated and imposed from above, learning will be reduced to box ticking a) style.

ICT has been in schools since before I arrived in 1985 so it sure isn’t new. With this massive injection of edrev largesse we need to do something fundamentally different this time so we see transformation for kid’s futures. If I was cynical, web2.0 tools are not new or difficult skills to learn, I’d be leaning to a) above. Luckily I’m not.

There is a palpable sense of major urgency within DET, almost panicky misalignment, amongst higher up DET bureaucrats charged with specific fields of the wide gambit of connected learning responsibilties.

Elements of ICT rollouts still have elements of “left hand/right hand” as different DET departments push their connected learning project barrows as if riding the carnival dodgems at side show alley.

Whoops, sorry L4L, didn’t see you coming so soon, you must have got some real super polly fuel to get here so quick.

Hey CCP get outa my way you old timer, I’ve got a modern web2.0 tool suite to deliver but L4L has just cut me off, again!

Oy! shut up down the back there and stop running off course, none of you will have anything if we don’t get my paradoxically improved bandwidth and restrictive filters in place” 

As Sharon Strzelecki says, “Play noicer, please, guys”.

 

 

If leaders themselves have no metacognition of or deep personal engagement with the changes they are pushing, then teachers will quickly sense the superficial lip service. 

Can’t blame them, but hey guys this web2.0 stuff is NOT new and maybe we should have been playing the web2.0 game a tad longer than just now?

 Playing connected learning catch up may lead to enduring pain if all the components do not align. We don’t want our dodgems spinning wildy in circles as DET jumps on the back to spin our wheel and get us going again.

Idealistically scenario two is my personal carrot response.

It’s the one I’m trying to promote at my place through DIDOW. Trying hard to create the individual need of why transformative participative learning (web2.0 if we must!) is stronger by raising awareness and changing attitudes, in baby incremental steps.

Early days but so far I think its working. I’d rather teachers know the why and build their own PLNs so they can feel the networked learning difference themselves.

This is what all school leaders at all levels should be doing now. PLN’s only take a technical day or less to set up. Even our most tech shy participant was heard to comment “RSS feeds of my delicious links into netvibes was really easy” Language unheard of only weeks ago. They also understand how their own PLN will organically grow if they contribute, share and teach others.

No one wants another DET mandated brick in the wall on connected learning initiatives. Groans heard at previous School Development Days (SDDs) has been loud as top down mandated attitude adjustments wrapped as “policy” has been force fed on the troops. It is so obviously just DET ticking DET boxes for DET motives and no real professional learning ever occurs.

Stop it DET and start trusting us to professionally learn for ourselves, just give us some time to engage. A place to authentically share our professional learning via eportfolios will be welcome too. Carrot or the stick? It’s your call DET NSW. I know which way my kids respond.

L4L are planning teacher think tanks, the blinkers are off and learning barriers are coming down. Laptops for Learning (L4L) bulletin 3 was again informative clbulletin03 and may answer more questions. At least I found it more easily than edition 2 in the DET NSW intranet, someone must be listening at DET HQ?

Now if only the counter intuitive web1.0 portal, excessive DET filters and lack of RSS feeds can be sorted, I’d be a happy camper indeed. 

There is critical infrastructure work to be tackled on these issues if DET is to be taken seriously as a web2.0 player. That’s what worries me in the longer term about transforming our Public Schools ICT and connected learning initiatives. I still can’t sense the bigger picture alignment as earnest project managers furiously micro manage their little boxes of a far larger picture.

Wish you well in your local and/or general attitude adjustment missions.

Ours is on track and staff are asking, doing, engaging and experimenting with all that we’ve been given so far. Some of the tools we are learning are posted below.

  RSS in Plain English via Commoncraft

  Social Bookmarking eg Del.icio.us in Plain English via Commoncraft.

Independent learners may prefer this online Time4 module. It is one of the best and simplest self tutorials and covers all the topics you need to establish your own Personal Learning Network (PLN).

Sue Waters, the edublogger, also has PLN starter advice with great links to all the basic tools.

Feeling a little torn between “yay” and “oh dear!” today.

Did we just belly flop in the shallow end or have we launched a 10 metre 3.9 degree of difficulty, with pike? Quality learning style that is.

Sitting here on Saturday and reflecting on the past 48 hours of Quality Teaching and Professional Learning, I have mixed feelings on the experience. It was mostly positive of course, but I also sense the lost opportunities when my employer still delivers 20th century PD almost a decade into the 21st.

The 70:20:10 rule is also still alive and well but I sense our leaders are aware of, if not yet on top of, the dilemna this causes. One of my concerns is articulated by a valuable presenter we had the pleasure to work with. Tony Ryan says;

Many annual conferences are designed predominately as an entertainment and social function. Naturally, this is an important focus for that vital time-out every year.
Unfortunately, the quality of learning that takes place is often much less effective. Delegates regularly leave the venue and remember little of the necessary information that has been shared with them.

Tony Ryan has some thought provoking ideas on future learning when he says;

who we are as educators will be more important than what we teach.”

Energisers, ethicists, entrepreneurs and environmentalists”

You’d think I’d be as happy as a pig in the proverbial having just spent 2 days here, with 500 colleagues from NCR schools, all fabulous teachers I’m sure, doing amazing stuff with students.

The venue, social do, collegial conversations and food were all first class. But I still feel flat, as if I wanted more.

The distinct lack of authentic and meaningful cross delegate connectivity, even in face to face seminars, let alone any back channel amplification of our learning was probably what disappointed me the most.

The cliques of schools and colleagues who siloed without expanding their professional learning horizons was an opportunity lost. The convenors could expedite these connections, even if it is contrived.

The chance to experience and learn from others is what excites me about conferences, not the “hired gun” keynoters or experts dished up the front. As gifted as they may be, their impact is fleeting, my 500 colleagues are here to stay and do their great stuff in regional classrooms from every Monday.

It is these people who will help me become a better teacher, not some handout or website or fantriffic kit or book for sale at key note prices. PLN growth, developing real human connections and expanding our authentic local and global networks should be seen as critical learning at such f2f conferences.

A simple 20 minute formalised meet and greet was needed. Sure it is contrived but to connect face to face with fellow emailers, twitterers,bloggers or users of web2.0 or like minded curriculum collaborators or subject specialists or uses of IWB’s or connected classrooms would have established many diverse future conversations and added to our PLN’s substantially.

If I’d stated my professional interests on the conference enrollment, connection lists could be publically viewed over coffee as a 30 minute ice breaker. I would have immediately made connections with those with similiar educational goals allowing us the time to discuss ideas during the conference. Sure I eventually spoke to others and found some likemindedness, but I’m still thinking I missed more opportunities than I found.

It would be so easy to ensure NOT one possible face to face connection was missed by posting like mindedness on a pre conference wiki. This resembles the back wards planning, one of the QTL dimensions covered.

Face to face like mindedness would be established from the conference start; email, blog, connected classroom or twitter contacts could then be shared and deeper professional networks established for future reference. It would also be less embarrassing than me walking around with a sign saying ‘I Twitter, Do you?” a la the chauffeur airport greeters.

Of course I still inefficiently sought out people I know have regional responsibilities aligned with my interests.

A senior regional director, responding to individual connection requests, acted as maitre d’ at most morning teas, introducing like minded people. It was not a good look as he sprinted from each individual introduction to the next, highly wasteful of his talents and yet it would be so easy to improve and overcome.

Don’t get me wrong, I really appreciated the connection help and received answers to now follow up on, but witnessing senior leaders being used as the proverbial blue arsed fly was not a great use of human capital. This old school networking should by now have changed. A lost opportunity.

My colleagues could also have been introduced to fabulous English, Science and LOTE teachers in our regional schools who have similar professional interests to them. Their PLN would have grown substantially. This would take 15 minutes on day one to do. Another lost opportunity.

Instead we got the traditional sardine tin approach. 500 sit down, listen to lectures compliantly, turn off phones and watch the range of key note performances from engaging, adept and amusing to boring, boastful and almost belligerant.

The excellent fonts at the front, demonstrating their own mastery of QTL, even provided mild break outs for a “2 minute speed chat” or a kinesthetic “stand up sit down” game, if we were lucky. The best of the best gifted presenters who know their stuff are still great, but it’s now NOT enough. I wanted more bang for our DET learning buck and connected learning should be delivering it by now.

Unfortunatley I saw few laptops in use, phones were verboten, switched off and disconnected so twittering was minimal at best and not mentioned, let alone encouraged. The one lonely lady capturing video, I assume to podcast later, looked mighty lost most of the time and was not the example of core powerful learning visuals should be.

The 21st Century reality, when all seminars, all keynoters, all tutorials are captured and live streamed should by now be used at Regional level of NSW DET. They should set and show the connected learning agenda for others to follow.

All participants should be encouraged to connect via the new tools of learning and back channel chat should be encouraged, not forbidden. The quality of the content should be utilised by a far larger audience than the 500 physically present.

21st century learning opportunities, such as this QTL conference, should explicity demonstrate connected learning at Regional level. The 500 teachers present should have been shown our regional priority of connected learning, in action.

This slideshare shows us the power of humans, especially slide 45.

Technology is NOT, or should not be, the principle focus of connected learning futures. In places that deeply understand the changes facing networked learning, technology does not habitate the same pedastal DET NSW elevates it to. To place connected learning under a regional ICT umbrella, does the power of future human networks a grave disservice.

Connected learning should equal integrated mandatory learning. It is not an ICT appendix that learners, leaders and others then chop out if they feel a pain or they do not engage in it themselves. Of course if the current ICT appendix turns septic and explodes in our system due to ignorance, we will all face a far more major problem.

Imagine the ripple effect that would have back in their schools?

Participative use of modern tools should be integrated at all learning levels, starting with lead learning at conferences such as these. Imagine these 500 teachers, wirelessly connected, twittering, and networking in real time with each other and their remote colleagues. Some say disruptive, I say powerful collaboration.

All 500 report back in real time on what they are being shown and taught by their own lead learners on exactly what a 21st Century networked teacher is. Don’t dare say it’s an ICT/technology responsibility for that defeats any understanding of what the future of connected learning holds.

Maybe next year our key Quality Teaching and Learning conference will be substantially different. I hope so for it is always good, it just needs to lead by example. Shanghai08 and BECTA may be two such conferences we can learn from and model on.

Hope to see you at Coffs Harbour for Regional QTL in 2010. These 25 tools might be a common language we share by then.

The tender cull from 21 to 6 was announced yesterday  and includes Acer, Dell, Hewlett-Packard, Asus, Lenovo and ASI.

The wireless list will also be culled from 15 to the winner before installs start in 571 NSW schools in April.

I hope schools are ready. It will be interesting to watch the ready, fire, aim approach.

cl-bulletin-no-2 NSW DET laptop Bulletin Number 2 gives a comprehensive update, I just wish the link on their website was easier to find.

Please FIX YOUR BROKEN WEB1.0 SITE DET NSW and yes I am yelling, because no one is listening.

Queensland DET’s at least looks vaguely web2.0ish with RSS and intuitive navigation.

• How do you currently assess your 21st century transformative learning?
• Should you be allowed to?
• Do you possess an impartial perspective to do so?
• Is what you do better learning? How? Show me the evidence.

Prove to those who ask, by applying web2.0/interactive/read/write/semantic tools in your lessons, that you can measure the improvements in learning outcomes.

Talk is cheap, conferences extolling web2.0 virtues expensive with often disconnected, agenda laden, key noters developing a dangerous novice base.

But I still want to see why I tell the best colleagues at my place why they need this? Do they? Prove it.

Where is the test, the assessment tool, the control class, the hard evidence that proves the argument that all this edrev being dumped in our laps is of improved learning worth?

Maybe the leaders doing the dumping just want an expeditious fix (or a convenient kicking post?) if the expected “transformative change” does not magically result. They are entitled to know why if it fails and more importantly why when it succeeds.

For my evidence I don’t want

• “warm fuzzy, teacher/student feel good statements”,
• nor nebulous “engagement, 21st century web2.0″ motherhood tosh 
• Don’t dare dish up improved retention statistics, or reduced suspension rates or less counsellor referrals
• let alone “oh the kids just like coming to my classes better”

Pleeease, no. It won’t cut the mustard if real change is to follow for the mainstream majority.

Not unless your rigourous, repeatable, reliable assessment evidence is directly attributable to a specific innovation and the assessment tool was built to do so from the get go. 

Why do I ask?

I don’t yet believe you if you say ICT, and more specifically web2.0, caused “transformative learning change”, thats why. Others are asking this too;

Teachers, administrators and policymakers have every right to demand evidence and to expect that calls for change be based on well-founded and supported arguments.

Sue Bennett, Karl Maton and Lisa Kervin.

I have great faith in expert teachers continuing to teach expertly using traditional methods for a while to come, a long time in fact. Good on them, even if it is not right; they comply and follow what they are told is “best learning”.

Of course what we teach is broken, but convincing a status quo ancient industry of high stakes testers is a future study learning societies are addressing now.  What BOS do is great, but it’s still wrong and not life long learning for the 21st century. It’s a pigeon holing exercise for tertiary entrance and summative stamping/comparing/ranking schools, it’s NOT about learning for 70 more years post schooling.

Concurrently, and more importantly to me, the sticklers, the gate keepers, the laggards, the untrained or unprepared also need to deblinker and just imagine there is a better way of learning. 

Are more kids just compliantly learning the best syllabi boxes from a broken 200 year old system?

Test, stamp, issue an education pass to the rest of your life and then the participants quickly forget that massively critical result for evermore. The HSC is just a stressful ticket, designed more for the bastions of data to justify their own existence, not the participants inflicted. Yeah like 412/500 still comes up a lot in my life, no, never has, never should, Why? It means nothing.

Are parents going to passively accept this for another generation? When I stop playing devil’s advocate, of course we can get more bang for our learning buck. We must.

Engagement in the reflective thought process we ask of our students, developing critical enquiry, to experiment, try new methods, not have all the answers immediately, devolve real control and ultimate responsibility to learners is essential if the expected changes are to materialise anytime before I retire. The mindset of many must change. Do not even mention technology, for that is not the real debate needed. The continuation of antiquated learning practices will be folly as millions of networked global learners emerge each year. This is the gap that may be difficult to redress. The only certainty stagnation will deliver is an education quagmire that’ll suck you under. Baby steps, having a go and letting go of the control syndrome will all help, but this innovation still needs to be rigourously assessed before the major gatekeepers give up their current, and pointless, testing regimes anytime soon.

However I still want empirical evidence from a properly conducted assessment before I get too excited for my valued colleagues and tell them to “get with it”. If DET supplies the assessments that we really need, of course teachers will change. They are actually very compliant when they see the learning purpose, or some just do as they are told. Either way, if assessments were to change, the emerging 21st Century learning debate would be a whole lot easier for all to accept.

Proof that innovators are not simply rose colouring the results, ‘you want it to be true therefore you’ll make it true’, skewed to a personal bias or chanting the mantra of panacean technology. Marc Prensky come on down, a key noter here, I hope his 2001 native/immigrant furphy is wisely updated by now.

If you already are an advanced, engaged, user of web2.0, a 21st century teacher I want to share your assessment evidence at my place. It will be listened to.

Prove to us how the following “21st century skills” (yuk jargon) have been significantly enhanced in your classroom and measured.

Same proviso, nothing nebulous, links to proven evidence please.

An easy task?, difficult for others? impossible for some? Therein lies a pressing issue that needs addressing in the broader edrev we need to be debating, assessment reform. 

Imagine this, sometime in the soon future I hope. We have;

• ubiquitous 1:1 tool boxes and high speed wireless connections
• the human learning skills, attitudinal wherewithal and expertise
• an agreed 21st century skill set 

but what’s next? That may well prove to be the easy reform.

How do you assess this “new” learning to ensure learning is rigourous with high expectations and improved outcomes?

If teachers keep teaching well with a broken “it”, while the above 7 skills are not meaningfully assessed, then technology should not be lauded as the cure all some see, or hope, it is. That is giving a box of wires way too much creedance.

We have a problem, and a need for a far braver education revolution. Not many seem ready to address the industry schools have slavishly and understandibly followed, summative high stakes testing.

Alternate voices are questioning this and feeding results to governments.

They are listening,  Krudd & Nrees. We hope.