A.B. Could you offer any insights on alternative assessments in an age when technological and digital
information are steering many of the tasks in classes?
W.R. "I think that in the next ten years we're going to move away from an assessment paradigm that focuses on testing to one that measures performance and contribution. What can a student do with what she has learned? And where is the evidence that her original thinking and construction of that knowledge has been shared with others? Being able to publish to the Web in many different forms gives students and teachers a wealth of opportunities they have not had before to contribute to the knowledge base in meaningful ways. And that's the key difference with audience, I think, not so much that they will participate directly but that they can learn from what we've learned."
A.B. When you hear the term, "information literacy" what does it mean to you?
W.R. "It means knowing how to find relevant information, knowing how to evaluate what you find for accuracy and truth, and knowing how to manage that information in ways that make it easy to retreive and utilize. Obviously, there is so much information out there now that it's overwhelming. Not having those three skills will leave students far behind in terms of the knowledge work that the most successful among them will be asked to do in the future."
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