Testing, testing, testing!
This seems to be the call in primary education internationally. an over reliance on the metrics of learning rather than the quality of the experience. Perhaps this is an inevitable consequence of government interest in the results, rather than the process. It amounts to a crude attempt to improve the cost benefit analysis by a reliance on a managerial model of learning in which the leader is simply the person with the most strands of information.
Unfortunately this model does not explore the quality of education experienced by the student, or in modern parlance ‘the consumer’… or is the consumer the parent as they exercise the choice in terms of which school their child attends?
In short, the ‘consumerist’ model of education, embodied in the UK by the free school movement of former Education Secretary Michael Gove, encourages a short-sighted and managerial approach to learning in which what is measured is important.
This report from the Institute of Education (IOE) outlines the key elements of the malaise that characterises the primary phase of education…
If asked to summarise the main features of current early years and primary education policy, a teacher might be forgiven for homing in on the following: over-reliance on synthetic phonics; continual performance monitoring of narrowly measured learning, in a limited number of areas; challenges to play-based learning; and reductions in professional agency.
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