In general, the press reports too much on country ranking and benchmarking, and too little on more interesting data such as within-country variance; gender equality in the three OECD PISA studies domains; resources invested in education; the correlation between the students' (and schools') socioeconomic status and their performance on PISA ... Read more >
by Pisana Ferrari – cApStAn Ambassador to the Global Village The assessment framework of the OECD Study on Social and Emotional Skills (SEL) has just been published. (1) Together with the previously published conceptual framework, the Study now has complete framework documentation explaining all of its substantive and methodological ... Read more >
by Pisana Ferrari – cApStAn Ambassador to the Global Village Contrary to common assumption young people do not necessarily develop sophisticated digital skills just by growing up using digital devices: 18% of students who took part in the latest cycle of the International Computer and Information Literacy Study (ICILS) ... Read more >
by Steve Dept, cApStAn CEO A majority of test providers have migrated from pencil-and-paper assessments to computer-based assessments in the first two decades of this century, and this has driven a surge in sophisticated testing platforms. These offer a broad range of advantages: from enhanced testing experience for respondents to ... Read more >
by Pisana Ferrari - cApStAn Ambassador to the Global Village Two recent articles in the Harvard Business Review present radically opposing views on the issue of skills training as a possible future alternative to higher education. This is an issue which is likely to continue to be the ... Read more >
by Pisana Ferrari - cApStAn Ambassador to the Global Village The E-ATP conference was a vibrant event, bustling with awareness of disruption in the testing industry and eagerness to board the train to transform assessments. Artificial intelligence, machine learning, brain science, big data, personalized and adaptive learning, rapidly changing ... Read more >
by Pisana Ferrari - cApStAn Ambassador to the Global Village Economists at the Paris School of Economics and Dauphine University in France believe there is. In a recent study they have analyzed data on how 300.000 teenagers in 64 countries performed on math and reading in the Programme for ... Read more >
Online, remote, on-demand, self-paced, informal, diverse, flexible, practical, life-long, augmented, gamified, automated ... these are some of the buzzwords related to the future of education, as seen by some of the most innovative players in the field. An interesting overview. Source: https://www.disruptordaily.com/what-is-the-future-of-education-11-experts-share-their-insights/ Photo credit: Caleb Minear @ Unsplash Read more >
by Steve Dept - cApStAn partner Fourteen years ago, in 2005, the UNESCO Institute of Statistics (UIS) were preparing the implementation of their Literacy Assessment and Monitoring Programme (LAMP). The programme aimed to measure a spectrum of literacy levels in a number of developing countries. The tested populations were ... Read more >
by Pisana Ferrari – cApStAn Ambassador to the Global Village Leonardo da Vinci had a voracious and prolific creative talent, says the author of this article, and today's models of assessment and methods of teaching are not receptive, or conducive, to creative impulses and disruptive, rebellious thinking. The article ... Read more >