A Call to More Equitable Learning

There are well known and documented challenges with the current approach for measuring, recording, and reporting K–12 student learning. These challenges include failure to provide much information about the competencies mastered by students, a lack of transparency, and poor capture of out-of-school learning and interdisciplinary competencies.

The time has come for a transformational paradigm change that supports uniting excellence and equity by advancing our capacity to personalize learning.

Researchers at the Edmond & Lily Safra Center for Ethics propose a next-generation approach for measuring recording, and reporting student learning in a new white paper. With a focus on evaluating mastery of competencies, this next- generation badging approach supports meaningful advances in the personalization of learning for all students.

A strategy of assessing K-12 student learning based on badging of explicitly stated competencies will provide colleges and employers with a clearer and more complete picture of a student’s knowledge, skills and preparation.

Led by Dr. Danielle Allen and David Kidd, the team conducted a thorough review of the literature and spoke with education thought leaders and practitioners from across the country.