February 16, 2017 01:42 pm
The following blog post was written by Drew Schrader, director of assessment for New Tech Network (NTN). The opinions expressed in this blog post are Drew’s and should not be taken to represent the Alliance for Excellent Education.
We often assume an awful lot about the 20 percent of students that fall into the highest performing group in conventional instruction and an awful lot more about those that never do. What if a majority of students’ ability to learn at high levels has nothing to do with those assumptions but could be determined at an instructional design level?