Learning Loss and Assessment of Learning
Join a group of educators who seek to promote and inspire innovation.
Learning loss during the pandemic has yet to be determined and will vary greatly between and within countries. It has been estimated to be as low as three months and as high as fifteen or more. Current students may experience personal income loss of around 3% over a lifetime, while the GDP of nations may suffer losses of 1.5% for the next century (Hanushek & Woessmann, 2020; McKinsey, 2020). All this, due to school closures and learning loss! This is the tragedy of a generation.
In some countries, schools are still closed. In others, students are alternating or learning from home. How much learning will be lost when schools fully reopen? How much has been lost even for those who are privileged enough to attend school online? For those who are learning with paper-and-pencil guides. How much do we actually know of the learning that has been lost? How do we help teachers address these gaps? These questions are in the minds of all educators and policy-makers. Help us understand and face the issue of assessing and bridging the learning lost due to the pandemic.
Inspired by experts, we will address the key challenges this new reality has brought, using a design thinking methodology that will help us create strategies for lasting change.
New Realities, New Schooling is a free event; we want it to be as open and inclusive as possible, allowing the participation of anyone in the world who is interested in education and innovation. No matter what our role is in education, we can all contribute to this issue.
Each participant will receive a certificate of participation after completing the topic’s cycle (3 weeks).
What should you expect from your participation in this cycle?
For detailed information on the structure of each week, go to our Methodolody page.
Meet the experts who will inspire our thinking this cycle.
Date: Thursday, January 21st
Time: 4:00 pm to 5:30 pm (GMT-5)
CEO, Mastery Transcript
Stacy Caldwell is the CEO of the Mastery Transcript Consortium (MTC), a growing group of high schools creating a digital high school transcript that opens up opportunity for each and every student — from all backgrounds, locations, and types of schools — to have their unique strengths, abilities, interests, and histories fostered, understood, and celebrated. Under Stacy’s leadership, MTC added a Higher Ed Advisory Group and the network has grown to more than 300 member high schools.
Prior to joining the MTC, Stacy held a range of roles, including VP of the SAT Suite of Assessments for the College Board, Chief Product Officer for The Princeton Review and tutor.com, VP of Instructional Technology for SCORE! Educational Centers and Kaplan, and consulting positions at Bain & Company. Stacy holds an MA in Education and MBA from Stanford University and earned her bachelor’s degree in economics from Harvard University.
Senior Researcher, North Western Evaluation Association (NWEA)
Michael Dahlin leads NWEA’s Reporting & Data Analytics team. He specializes in research and reporting on college readiness and school accountability policy. Michaels’ latest research has focused on understanding the impact of COVID-19 on student achievement and college readiness through analysis of the MAP Growth test suite is taken by millions of students worldwide every year, and was not suspended during the past few months.
Before joining NWEA, he was a research analyst for the Oregon Department of Human Services. He holds a PhD in developmental psychology from Penn State.