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Educating the Whole Child for the Whole WorldThe Ross School Model and Education for the Global Era$
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Marcelo M. Suarez-Orozco and Carolyn Sattin-Bajaj

Print publication date: 2010

Print ISBN-13: 9780814741405

Published to NYU Press Scholarship Online: March 2016

DOI: 10.18574/nyu/9780814741405.001.0001

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A Tangled Web

A Tangled Web

Reflections on the Roles of Science, Policy, and Assessment in Education

Chapter:
(p.49) 3 A Tangled Web
Source:
Educating the Whole Child for the Whole World
Author(s):

Howard Gardner

Publisher:
NYU Press
DOI:10.18574/nyu/9780814741405.003.0004

This chapter argues that policy derived directly from theory often fails to address the concrete issues that dominate the public sphere. It focuses on the rapid expansion of assessment in education as an example of this unsuitable marriage of fields. All too often, the person is being brought to assessment, rather than having the assessment built into the environment of work, study, play, and citizenship. Furthermore, a more preferred assessment is one made by knowledgeable observers, with much experience under their belts, rather than via the administration of short-answer, easy-to-score examinations. The chapter contrasts these issues with a rational description of how the Ross Schools, driven by a well-articulated set of educational priorities and values, serve as a different and welcome model for the interplay of research and practice.

Keywords:   education, policy, assessment, Ross Schools, educational priorities, educational values, research

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