www.teachers-corner.org

When the United States laid forth the No Child Left Behind Act in 2001, education policymakers set the framework for standardized national curricula in K-12 schools. Since the Act’s enforcement, educators and school administrators have argued that core competencies designed into proscribed curricula are only part of the performance picture. Contemporary education scholars cite the trend toward ‘individualized’ education practice in augmentation to baseline standards. While aggregate performance measures on learning outcomes indicate that substantial changes may be met with top down accreditation criteria to education, assessment of outliers such as creative talent and knowledge recognition in some students has been missed.The whole story can be found at http://socyberty.com/education/illinois-seeks-waiver-from-no-child-left-behind-act-requirements/

Pedagogical recommendation toward better ‘learner-centered’ models in classroom facilitation since the 1990s have posed alternative evaluation strategies that incorporate natural or organic response through active participation. Rather than testing, alternative instructional tools provide a broad approach to analytical abilities and knowledge retention assessment; allowing for students to engage subject matter through interactive dialogue and fun application. The potential of significant promise lies in the unique intelligence of each child. Intellectual potential is now longer evaluated on scores alone. Innovative instructional technologies with built in assessment components hold the key. From screening to formal placement, students stand to benefit.

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