![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
There is compelling evidence that stressing goals leads to stress and negatively affects the very objectives that educators are trying to achieve. Reaching testing goals matter, but if we're not careful, the goal of educating children for the 21st century becomes subsumed by the narrow measures meant to track progress. Performance measures become the goals. Stress overtakes inspiration. If it's true that what gets measured, gets done, then it's important that we measure the right things. Outputs like standardized test scores and graduation rates matter, but how we achieve outputs matters too. Process really is as important as product.
References
Section:
|
ACT . (2016, 8 24). ACT scores down for 2016 U.S. grad class due to increased percentage of students tested. [Press release]. www.act.org/content/act/en/newsroom/act-scores-down-for-2016-us-grad-class-due-to-increased-percentage-of-students-tested.html Google Scholar | |
|
Blinder, A. (2015, 4 1). Atlanta educators convicted in school cheating scandal. New York Times. Google Scholar | |
|
Bloom, B. (1968). Learning for mastery. Evaluation Comment, 1 (2). Published by the UCLA Center for the Study of Evaluation and Instructional Programs. Google Scholar | |
|
Bloom, B.S. (1984, 5). The search for methods of group instruction as effective as one-to-one tutoring. Educational Leadership, 41 (8), 4–17. Google Scholar | ISI | |
|
Clark, C., Cookson, P.W. (2012). High standards help struggling students: New evidence. Washington, DC: Education Sector. Google Scholar | |
|
Deming, D.J. (2015). The growing importance of social skills in the labor market. NBER Working Paper #w21473. Cambridge, MA: National Bureau of Economic Research. Google Scholar | Crossref | |
|
Duckworth, A.L., Carlson, S.M. (2013). Self-regulation and school success. In Sokol, B.W., Grouzet, F.M.E., Muller, U. (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct, pp. 208–230. Google Scholar | Crossref | |
|
Farrington, C.A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T.S., Johnson, D.W., Beechum, N.O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago, IL: University of Chicago Consortium on Chicago School Research. Google Scholar | |
|
Ferguson, R. (2002). What doesn’t meet the eye: Understanding and addressing racial disparities in high-achieving suburban schools. Oak Brook, IL: North Central Regional Educational Laboratory. Google Scholar | |
|
Katsikas, A. (2015, 1 13). Same performance, better grades. The Atlantic. Google Scholar | |
|
Mischel, R. (2014). The marshmallow test: Mastering self-control. New York, NY: Little, Brown. Google Scholar | |
|
Nieto, S. (1992). Affirming diversity: The sociopolitical context of multicultural education. White Plains, NY: Longman. Google Scholar | |
|
Ordonez, L.D., Schweitzer, M.E., Galinsky, A.D., Bazerman, M.H. (2009). Goals gone wild: The systematic side effects of over-prescribing goal setting. Working Paper #09-083. Cambridge, MA: Harvard Business School. Google Scholar | |
|
Pfaff, M.E. (2000). The effects on teacher efficacy of school-based collaborative activities structured as professional study groups. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans. Google Scholar | |
|
Pink, D.H. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books. Google Scholar | |
|
Walton, G.M., Cohen, G.L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92, 82–96. Google Scholar | Crossref | Medline | ISI | |
|
Walton, G.M., Cohen, G.L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331, 1447–1451. Google Scholar | Crossref | Medline | ISI | |
|
Yeager, D.S., Walton, G. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81, 267–301. Google Scholar | SAGE Journals | ISI | |
|
Zimmerman, B.J., Bandura, A., Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663–676. Google Scholar | SAGE Journals | ISI |
