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  • Parents Having More Choices About Their Child's Learning

    by LearnEd

    Photo of a girl

    Pearson Spark-4

    What I Learned About Choice Through Spark Schools

    This essay comes to LearnED from freelance writer and video producer Jana Sweeney. She has been sharing impactful stories about humanitarian projects for over 20 years. Jana is based in Nigeria.


    This week I have been thinking a lot about the importance of choice. As Westerners we often take choice for granted and forget that in many places choice is a luxury—especially in the developing world.

    quality of school

    I recently had the good fortune to visit SPARK Bramley. SPARK is an affordable education model in Johannesburg, South Africa. They are a network of primary schools focusing on achieving high academic standards but with low costs.

    As an American, I didn’t realize that all South African public/government schools are fee based. The quality of school your child attends depends on how much you can pay.

    At many of the schools the outcomes are dismal with children often falling way behind academically. Even for the most devoted of teachers, classroom size and limited resources make proper education nearly impossible.

    The founders and supporters of SPARK decided that something needed to be done and have opened eight schools since 2013.

    A Day in the Life of Expanded Learning Opportunities

    What is remarkable about these schools is that the focus on improving education has been so significant that these are not just schools for low income families. Middle and upper income families are applying for enrollment as well, even though the school is just a couple miles from Alexandra Township, one of the poorest communities in South Africa.

    I understand why after just a day at the school.

    The school is disciplined and academically demanding, but joyful and caring at the same time. As students wait for school to start, they gather in school yard for SPARKs Fly, a morning assembly—but unlike anything I've ever seen.

    The staff plays music to keep the kids entertained (and probably to help burn off a little energy before the day starts). As the music played not only did kids dance, but teachers, administrators and staff came dancing out of their office.

    Teachers then lead brain warm ups and a recitation of the school creed.

    As the kids moved into the classroom the difference continues with teachers facilitating student led activities. The teachers are in constant motion, encouraging activities, praising, helping and engaging on every level.

    There is also daily time at the Learning Lab with a heavy focus on the use of technology ensuring that children who graduate from SPARK will be ready for challenges of the 21st century.

    Parents Making Choices for Children

    When I spoke with parents, they kept emphasizing how grateful they were for this choice—that they were able to make decisions for their children and not just have to accept the only school they can afford.

    The children at SPARK come from a wide range of backgrounds, but I wasn’t able to tell the children of CEOs from the children of domestic workers. The families at SPARK are encouraged to be a support network for each other and they are.

    A Model for Africa and Beyond

    I have lived and traveled extensively in the developing world and seen the struggles of the education system. In fact, I currently live in Nigeria which faces the same educational struggles as much of Africa.

    engaged

    Schools with no air conditioning in unbearable heat, crumbling buildings, one teacher to 40 kids—sometimes of different age groups in the same class, children who come to school too hungry or too ill to concentrate.

    SPARK has changed all that. The teachers are so actively engaged they know if a child is struggling, or hungry or having other problems and they work with the family to come up with a solution. They are passionate and committed to the betterment of their students, but also to the betterment of the educational system in South Africa.

    When I asked one teacher what she wanted for her students future she said “I want them to put South Africa on the map.”

    If what I saw is any indication, SPARK is already doing that and the children attending the schools are going to be part of the change South Africa and other African countries desperately need.

    A Parent and a Teacher, In Their Own Words

    Olga Masingi is a parent of a student at SPARK. Here, she explains how learning at the school is so special:

    Banele Nghlengetwa is a teacher at SPARK Schools. Here, she's asked about why she teaches. Her answer: "What isn't there to love about teaching?"


     

    Jana-headshot 1

    Essay author Jana Sweeney.

    --

    The Pearson Affordable Learning Fund is proud to be an investor in Spark Schools.

    --

    Cover photograph: Copyright 2016 Charles Meadows.

  • 5 Things You May Not Know About the Every Student Succeeds Act

    by LearnEd

    Crowd clapping for a black man sat at a desk

    See Below

    President Barack Obama signs the Every Student Succeeds Act into law. (Official White House Photo by Amanda Lucidon.)
    President Barack Obama signs the Every Student Succeeds Act into law in December. (Official White House Photo by Amanda Lucidon.)

     

    A Legacy of Improving Education

    The first line of the new Every Student Succeeds Act (ESSA) reaches back to its origins:

    "An Act to reauthorize the Elementary and Secondary Education Act of 1965 to ensure that every child achieves."

    That 1965 bill was passed during President Lyndon Johnson's "War on Poverty" to:

    "Strengthen and improve educational quality and educational opportunities in the Nation's elementary and secondary schools."

    Over the ensuing five decades, Congress has tweaked and reauthorized the law.

    This latest update of the 1965 law replaces the previous update known as No Child Left Behind, or NCLB.

    The new law was the result of extensive collaboration between the leaders of the Senate and House education committees from both parties, including Senators Lamar Alexander (R-TN) and Patty Murray (D-WA) and Representatives John Kline (R-MN) and Bobby Scott (D-VA).

    In December, Congress passed the new law by overwhelming bipartisan margins—the Senate passed it 85 to 12, the House passed it 359 to 64.

    A Shift to the States

    "Previously, the federal government had an oversized role in educational reform," says Claire Voorhees, Director of K-12 Reform at the Foundation for Excellence in Education. "And it was not as effective as all of us would have liked."

    "Assessments are still required and schools are still held accountable," Claire says, "but states have more flexibility in testing and the targeting of funding."

    flexibility

    "This new law means more flexibility for states to innovate around school improvements for learners,"says Jessica Cardichon, Senior Director of Policy and Advocacy for Comprehensive High School Reform at the Alliance for Excellent Education.

    "We're most pleased with how this new law identifies high schools where one-third or more of the students aren't graduating," Jessica says. "They're targeted for intervention and support instead of being 'shamed and blamed.'"

    "This is one of the biggest wins we see in this bill for kids," she says.

    States Rising to the Challenge

    "We hope to see all states rise to the challenge," says Jessica about progress to improving learner outcomes.

    Claire Voorhees adds: "But we want to make sure that every state has the leadership and capacity to do everything we want to see for kids."


     

    ESSA's sponsor, Republican Senator Lamar Alexander from Tennessee, on C-SPAN in December.
    ESSA sponsor, Republican Senator Lamar Alexander from Tennessee, on C-SPAN in December.

    Bipartisan Support

    In December, Senator Lamar Alexander explained on C-SPAN why the law had such bipartisan support:

    "We kept the tests so we'll know how people are doing, those are state-designed tests. But what to do about the tests now moves to the governors, the chief state school officers, the classroom teachers. That's why it had such support."


    ESSA Listicle
  • Pearson Helping Teachers Around the World

    by LearnEd

    Teacher talking to a class
    Fallon Topper-01

    A Humanitarian Crisis and Pearson's Role in Helping Teachers Help Students

    Pearson CEO John Fallon says the many millions of children around the world who are not receiving a quality education is "a humanitarian crisis on a scale as big as anything else."

    He adds:

    "I believe absolutely in universal, basic education of a good quality ... that's available to everybody. But we're some way from that. And in the meantime, what do you do?"

    In this video, he explains how Pearson can be involved—with its expertise and its massive scale—to help teachers and improve learning at all corners of the world.

  • The Really Smart People Who Are Designing Tomorrow's Learning Experiences

    by LearnEd

    Design illustration

    The Goal of Good Design

    "It's really about creating effective learning experiences," says David Porcaro, Director of Learning Capabilities Design for Pearson. David and his colleagues are baking in learning sciences research into the next generation of education tools for learners—of all ages.

    "We're collaborating with other Pearson researchers, designers, developers, and subject matter experts on digital learning experiences," he says, "and when we're able to achieve a good design it means learners see better outcomes."

    Agile, Integrated Teams

    "Designing for learning means understanding and applying numerous kinds of research -- from the learning sciences through to user behaviors with mobile technology," says Jeff Bergin, who is Vice President of Learning & Experience Design at Pearson, "and by partnering these research methodologies together, we can innovate more rapidly."

    "A lot of tech companies invest heavily in user experience design," says David Porcaro, "but fail to invest in academic research that guides the design process."

    "A lot of academic labs invest a great deal in research," he says, "but they don’t focus enough on user experience design."

    David says there are several PhD's in the group, with a wide breadth of knowledge. "We're not just building theory," he says. "Our main goal is to apply our research to make better learning tools."

    It's a continuous, collaborative process to try to get things right.

    And says Jeff Bergin: "we're always looking at the research to see what's best for learning.”

    A Great Tool Made Better

    Pearson Writer

    One of Pearson's most popular learning tools is the Pearson Writer. It's a support tool for students as they write.

    "We integrated the Writer into a sidebar for Microsoft Word," says John Sadauskas, a senior learning designer at Pearson. "Before, you had to use a separate browser window to refer to your essay outline, manually paste your bibliography into your paper, and refer to the writing tips in the guide."

    "Now, because the tool is integrated with the writing experience, learners are much more likely to refer to their outline. They can also add bibliographies to their papers with a single click, and ask the Writer for feedback when they need it without leaving Word," he says.

    "We want to see evidence that our designs are supporting learning," says Dan Shapera, Manager of Design-Based Research for Pearson's Learning Experience Design team. To test this experience early with users, the Learning Design team conducted participatory research with students.

    "Not just, 'How do we enhance each learning tools?' but also, 'Can we demonstrate with student data that the tool is having a positive effect?’”

    The sidebar is slated to be rolled-out in April.

    solve problem

    The Social Science of Design

    "I studied birding in school," says Brendan Reeves, a senior user experience researcher at Pearson. "I couldn't write a line of code to save my life."

    Still, the researcher who's trained in neuroscience has an important role in Pearson's design process.

    "We have to understand our users at a behavioral level," he says. "We have to identify a problem that actually needs to be solved, then provide a solution that's useful."

    "That's why social science and pedagogy is so important."

    Unexpected Results

    During some recent work, Brendan and his colleagues discovered something they didn't expect.

    "So many learners today are returning students, whether older students or parents or former military," he says. "And you might assume that they'd be far behind millenials in their use of technology in learning."

    "The research flipped that assumption on its head," Brendan says. "Younger students 18 to 22 who grew up on Facebook used technology in learning in a minimal way. They're using a ton of technology, just not for learning."

    "The older and returning students—people who are pressed for time or who are single parents—they're looking for optimized learning anywhere they can find it," he says. "They're using tons of technology to help them get their work done."

    Brendan says: "So much of our work is just solving the right problem."

    "That way, we can build products that help students of any kind learn."

    help learn
  • A Boston High School Opens Its Doors to New Immigrant Students and Delivers Remarkable Results

    by LearnEd

    Students and teachers

    John Fallon, CEO of Pearson, talks to Arianna Melo during her ESL 1 class at Boston International High School on Thursday, April 7, 2016 in Boston, Mass. Melo has been at Boston Internaitonal High School for five months. (Scott Eisen/AP Images for Pearson Publishing)
    John Fallon, CEO of Pearson, talks to Arianna Melo during her ESL 1 class at Boston International High School on Thursday, April 7, 2016 in Boston, Mass. Melo has been at Boston International High School for five months. (Scott Eisen/AP Images for Pearson Publishing)

    Sheltered Curriculum

    An Immigrant Home Away from Home

    When Sherlandy Pardieu arrived in Boston from Haiti three years ago, he was placed into the district's only high school designed to serve immigrant students.

    Sherlandy knew almost right away that it was a special place. The school's nearly 400 students come from 40 countries and speak 25 languages.

    "This school is amazing," he says. "It's nice to be around people who are so open to you."

    "There's something beautiful about this school," says student Ronald Francois, who is also from Haiti. "All the different communities know how to fit in, and know how to talk to one another without hurting anyone."

    Classroom Learning and Language Acquisition

    Boston International High School and Newcomers Academy, known as BINcA, provides a college-preparatory curriculum for its students—all of them English language learners (ELLs).

    Newcomers Academy is a special program run alongside the high school that provides support to students with interrupted formal education, known as SIFE students, and those who are newly arrived to America.

    SIFE programming is available in Spanish, Haitian, and Cape Verdean.

    Newcomers Academy students are exposed to a Sheltered English Immersion curriculum focused on accelerating their language acquisition. Students are in the program for one year (two for SIFE students), and then can choose to attend any Boston high school.

    Many students choose to remain at BINcA.

    John Fallon, CEO of Pearson, left, walks with Tony King, Headmaster of Boston International High School on Thursday, April 7, 2016 in Boston, Mass. Under a grant provided by Pearson and America's Promise Alliance the State Department of Elementary and Secondary Education is working with ten school districts including Boston to improve graduation rates and outcomes for students whose first language is not English. (Scott Eisen/AP Images for Pearson Publishing)
    John Fallon, CEO of Pearson, left, walks with Tony King, Headmaster of Boston International High School on Thursday, April 7, 2016 in Boston, Mass. Under a grant provided by Pearson and America's Promise Alliance the State Department of Elementary and Secondary Education is working with ten school districts including Boston to improve graduation rates and outcomes for students whose first language is not English. (Scott Eisen/AP Images for Pearson Publishing)

    From Peace Corps to Headmaster

    The school's headmaster, Tony King, marvels at the resilience and spirit of his students. He says students find tremendous value in being part of such a diverse learning community.

    "They like going through the common experience of becoming an American," he says.

    A native Iowan, Tony has his own interesting path to BINcA. After graduating from the University of Iowa, he joined the Peace Corps to teach in the Cape Verde Islands. While there, he learned about Boston's large Cape Verdean population, and decided to come to study education as a graduate student in the city.

    Tony then taught in the Boston Public Schools, including bilingual classes, and worked in the district's central office. It led to an opportunity to work with others on proposals that created Boston International High School and then Newcomers Academy.

    More Teaching, More Learning

    "The road to doing well is up to us," Tony says.

    He says the school having autonomy over its own curriculum is critical.

    When asked why the school has such high outcomes for English language learners, he points to three key elements.

    A student in 12th grade English class works with her teacher Farah Assiraj at Boston International High School on Thursday, April 7, 2016 in Boston, Mass. Under a grant provided by Pearson and America's Promise Alliance the State Department of Elementary and Secondary Education is working with ten school districts including Boston to improve graduation rates and outcomes for students whose first language is not English. (Scott Eisen/AP Images for Pearson Publishing)
    A student in 12th grade English class works with her teacher Farah Assiraj at Boston International High School on Thursday, April 7, 2016 in Boston, Mass. Under a grant provided by Pearson and America's Promise Alliance the State Department of Elementary and Secondary Education is working with ten school districts including Boston to improve graduation rates and outcomes for students whose first language is not English. (Scott Eisen/AP Images for Pearson Publishing)

    First, the school can pick its own teachers. "The most important thing about our teachers is that they want to work at this school," Tony says. About 30-percent of the teachers are immigrants themselves. "I get to hire a more diverse staff that meets the needs of our specific students."

    Second, Tony says the school gets to think a lot about targeted support for individual students. This is especially relevant in a school environment where so many students face daily challenges related to poverty, homelessness, and other barriers to overcome.

    Third, King credits more teaching and learning time with the higher results. The school offers after school programming, Saturday school, and February and April vacation school.

    All these opportunities add up. Tony says a BINcA student taking the statewide Grade 10 MCAS tests this month would have received 100 hours of additional instructional time this year.

    New Expectations, 'Incredible' Success

    Not all of the school's students are ready to graduate in four years.

    Nyal Fuentes, a college and career learning specialist at the Massachusetts Department of Elementary and Secondary Education, says the school has embraced the prospect that it might take some students five years to graduate.

    "They are graduating kids at incredible rates in five years," Nyal says. "BINcA has an asset-based model around language and student development that you don't see everywhere."

    A Focused Effort to Raise Graduation Rates

    Massachusetts education department officials have long been aware of BINcA's success and the strength of its approach to increasing outcomes for English language learners.

    Recently, the department was one of three recipients of a $200,000 grant from Pearson and America's Promise Alliance as part of the GradNation State Activation initiative. It's an effort is a collaborative one to increase high school graduation rates to 90 percent.

    Massachusetts is using its grant money to support a multi-year effort to raise the statewide graduation rates and improve outcomes for students whose first language is not English, known as FLNE student.

    The Department is working closely with ten school districts, including Boston, to support their local efforts and network them to information, resources, and technical assistance.

    Ronald

    'In Awe of the Students'

    Pearson CEO John Fallon visited BINcA during a recent trip to Boston.

    John was impressed by the school's leadership, its excellent teachers, and the collaborative learning community he observed.

    Mostly, he left in awe of the students. "You could teach us about intrapersonal skills," John told them. "Your resilience, your grit and ability to overcome, I am so impressed."

    Helping Other Schools to Transform Students and Improve Outcomes

    Others are taking notice as well.

    In December, Stanford University published a report on six high schools across the country delivering higher than average outcomes for English language learners. BINcA was one of the six schools highlighted in the report.

    Headmaster Tony King is quick to note, though, that the school is still working hard to improve.

    Still, students who will graduate this year are well on their way to success.

    Ronald, one of the students from Haiti, says he loves engineering and math—and will enroll at a local college in the fall.

    "I came here because in my country, what I want is not there," Ronald says. "I came here because if I work hard and go to college, I can be the person I want to be."

    John Fallon, CEO of Pearson, meets senior Sherlandy Pardieu at Boston International High School on Thursday, April 7, 2016 in Boston, Mass. Ronald hopes to pursue a career in engineering. (Scott Eisen/AP Images for Pearson Publishing)
    John Fallon, CEO of Pearson, meets senior Sherlandy Pardieu at Boston International High School on Thursday, April 7, 2016 in Boston, Mass. Ronald hopes to pursue a career in engineering. (Scott Eisen/AP Images for Pearson Publishing)

  • Q&A: What Three Arizona Mayors Have to Say About High School Graduation

    by LearnEd

    A shot of a smiling man

    Improving Education, More Graduations

    In today’s political environment, elected officials working together across party lines seems a rarity. But 10 Arizona mayors from all corners of the state and all political persuasions decided to buck the trend.

    They’re setting aside differing perspectives to improve their communities’ education systems.

    Working Together, More Success

    The Arizona Mayors Education Roundtable, established in 2013, was created with the  goal of increasing high school graduation rates. Ultimately, that makes an impact in the lives of young people and the overall good of the community.

    As these 10 mayors unite as one, they’re realizing they can make a far bigger change in their communities.

    Personal Views of Youth Today

    Three of those mayors sat down for a Q&A to share their thoughts on high school and the power of today’s youth. Each has his own story—each was once a kid with growing pains, educational struggles and personal challenges to overcome in order to get to where he is today.


    Meet Mayor Jonathan Rothschild, (D), Tucson, Arizona

    Mayor Rothschild is the founder and creator of the Arizona Mayors Education Roundtable.

    A native of Tucson, Rothschild remembers being involved in a high school initiative called “Model Legislature.” During that program, he and a his fellow classmates not only learned how their government was structured, but they were also allowed to actively participate in their state’s legislative process.

    While he feels it was a time for his "inner nerd” to shine, there’s no question this experience paid off in his career path.

    Today, he is helping lead a successful program called Steps to Success. Rothschild, local celebrities and educational professionals knock on doors in the Tucson community and talk to kids who didn’t finish school.

    Their hope is that they can re-engage these kids to get them interested in returning to school and graduate.

    Steps to Success has seen overwhelming success by getting more than 300 kids back in school.

    Rothschild

    Meet Mayor Greg Stanton, (D), Phoenix, Arizona

    Mayor Stanton grew up in Phoenix. Starting from an early age, Stanton recalls his uncertainty of attending college due to lack of financial resources.

    Rather than letting his at-home circumstances overpower his goals and ambitions, Stanton worked hard to get the best grades he could, setting himself up for college scholarships. Eventually, not only was he able to attend and graduate college, he also obtained a law degree.

    Stanton himself understands the burden of college expenses: he is still—to this day—paying off his college loans. Still, he feels college was the best investment he could have ever made in himself.

    Ask him what advice he has for young people, he believes learning to communicate will take you far in life. He says knowing how to write well, speak well and present yourself well will be invaluable in your professional and personal life.

    Stanton

    Meet Mayor Duane Blumberg, Ph. D., (I), Sahuarita, Arizona

    A math professor and administrator for 35 years at the University of Louisiana at Lafayette, Mayor Blumberg sees the Arizona mayors working together to make an impact in their state’s education to be the most innovative and productive way to make a difference in their communities.

    Students who do not finish high school or go to college impact the economic health of more than just one community. He sees a domino effect taking place from one person to the next.

    When asked what book kids should be reading today, it’s no surprise he believes books about personal finance and economics to be invaluable to students intellectual and literary lives.

    Blumberg

    The Arizona Mayors Education Roundtable, supported by WestED, benefits from one of three state grants America’s Promise Alliance and Pearson have invested in to increase high school graduation rates. You can read more here.

  • An Innovative Charter School, Blended Learning, and a Community Celebrates

    by LearnEd

    Shots of kids in class
    mayor

    "Successful Beyond Anybody's Dreams"

    University of Maryland President Wallace Loh was asked recently about an innovative school in College Park, Maryland where some of the university's education students are involved in their own learning classes:

    "It's a great opportunity for our students who want to work with kids or go into education, and I think the whole unversity learns from the blended education model," Loh said. "I think it's successful beyond anybody's dreams."

    (His comments appeared in The Diamondback, the University of Maryland's independent school newspaper.)

    President Loh serves on the board of directors of College Park Academy, a public charter school in Maryland's Prince George's County. The school uses blended learning to prepare its students for college and beyond.

    Higher Than Average Test Scores

    The Diamondback also reports this claim from College Park Academy's principal Bernadette Ortiz-Brewster:

    During the 2014-15 academic year, the eighth grade students enrolled at the academy scored a higher average on the eighth grade science Maryland School Assessment than the county, state, and surrounding districts.

    From the Twitter feed of @CPAPrincipal with the caption: "HOW DOES RIVER EROSION WORK, the thrilling new science non-fiction coming soon to a 7th grade classroom near you!"
    From the Twitter feed of @CPAPrincipal with the caption: "HOW DOES RIVER EROSION WORK, the thrilling new science non-fiction coming soon to a 7th grade classroom near you!"

    More Options for Teachers

    Joshua Young teaches language arts at College Park Academy and chairs the department. He says the blended learning approach gives him the flexibility to be a better teacher—and improve student outcomes.

    "With the technology and the online curriculum that our kids have," he says, "it's wonderful that they are able to work outside of the classroom and at their own pace."

    "Students are doing rote memorization, taking notes, or reading outside of the classroom," Joshua says, "and then when they come into the classroom, they're doing more extended projects or discussions."

    Online Curriculum

    The school uses Pearson's Connections Learning curriculum.

    Herbert Williams who teaches science, says the curriculum gives teachers time to create deeper, more innovative lessons.

    "Everything is on the computer, including lessons, quick checks, and unit tests," he says. "With more teaching prep time, I can review lessons and develop an activity to reinforce them."

    A Community Partnership

    College Park Academy is created through an alliance between the City of College Park, the University of Maryland, and Prince George's  County Public Schools.

    College Park Mayor Patrick Wojahn told The Diamondback:

    "This school is a great opportunity for the families and their kids living in the area," he said. "One of our greatest challenges in College Park is making sure that people of the city have access to quality education for their kids."

    A Growing Waiting List

    The mayor's claims ring true.

    College Park Academy had a waitlist of 500 students for the 2014-2015 academic year.

    This past fall, that waitlist had grown to 1,200.

  • Automated Scoring: 5 Things to Know, and a History Lesson

    by LearnEd

    Kids looking at a laptop together
    promo

    A Problem with the Yellow Pages

    Karen Lochbaum earned her Ph.D. in computer science at Harvard University. At the time, she was at the forefront of new research about using computers to interpret language—but she didn't want to follow many of her peers into academia.

    "I wanted to write software and make stuff," she says.

    Karen stayed true to those aspirations, turning her talent as an up-and-coming software developer into work with Pearson. Today, she is Vice President of Technology Services at Pearson Knowledge Technologies.

    online search

    Karen worked for a time at Bell Laboratories during her academic studies.

    They were working with something called Latent Semantic Analysis. It was an early form of online search technology, applied to the dense information in thousands of pages of yellow pages. Telephone companies wanted their customers to have a better, easier, faster experience than they were having thumbing through those thousands of pages.

    "Before this kind of technology," Karen says, "you had to know that 'doctors' were listed in the 'physician' section, or 'drugstores' were listed as 'pharmacies.'"

    "Latent Semantic Analysis helped us develop ways for computers to learn about words and recognize other words and phrases that mean the same thing," Karen says.

    Fueling Everyday Technology

    Today, the same technology helps companies like Google perform internet searches. Other companies like Amazon use it to create algorithms that suggest books based on what customers previously purchased.

    It's also the technology used today for automated scoring. Developed through decades of research by cognitive and language scientists, automated scoring technology is used to provide consistent, accurate, and timely feedback on online tests or writing assignments. It can be used for both formative (used to gauge student learning during a lesson) and summative (used at the end of a year or course to assess how much content students learned overall) tests.

    Better Scoring, More Teaching

    "It's not just that we can take student essays and score them in a couple of seconds," Karen says. "It's all about consistency."

    "Computers apply the same standards to every essay every time," Karen says. "The process gives students immediate, detailed feedback—and it allows teachers to do more teaching."

    today searchWhile trained human scorers may be able to cross reference student essays with a handful of standard essays called "anchor sets," computers can reference thousands of essays.

    "And human scorers are always performing spot checks to see if the automated process is producing what's expected," Karen says.

    Scores Today, Complex Feedback Tomorrow

    Karen and her colleagues have plans to make the automated process even more beneficial to learning.

    "We don't just want to score essays and point out grammar errors or spelling mistakes," she says. "We want this system to give students more detailed feedback in the future. How can they improve the way they organize their thoughts on the page? What content was left out of an essay?"

    When used in the classroom setting, there are many benefits to explore. "With automated scoring, kids receive instant feedback and can practice their writing a whole lot more," Karen says.

    "And teachers can focus on teaching."

    Automated Scoring, An Overview

    more teachingEducators, students and parents have asked for quicker results of student performance on standardized testing to help inform teaching and learning. Automated scoring, which is based on and used in combination with human scoring, can help us deliver on that goal.

    So, what exactly is it? Automated scoring uses a computer to score open-ended test questions like essays. Experts train a computer – pulling on human inputs -- to create a learning algorithm that can score an assessment as accurately as human scorers.

    As this technology may be new to many, we understand that there may be some uncertainty about automated scoring. That’s why we’ve put together a list of five things you should know about automated scoring when used for assessments:

     

    5 Things Automated Scoring FINAL.2
  • 10 Games You Can Play During Spring Break

    by LearnEd

    Illustration of the letters A and B

    Are We There Yet?

    It’s an age-old question that kids and adults alike ask while traveling for their Spring Break destinations.

    Before technology, creative, self-entertaining games were the best way to keep the family entertained.

    With a car that speaks to you and has every gadget imaginable to keep your family and friends glued to a screen, it may be difficult to find ways to have fun without a remote control in your hands.

    Screen Shot 2016-04-06 at 2.47.08 PM

    We're Here to Help with Games!

    To celebrate 36 Days of Type, a yearly campaign on Instagram that calls the world's creative, designer minds to develop unique letterings every day for 36 days (26 letters, A-Z and ten single digit numerals, 0-9) ...

    ... (here's our contribution on Instagram to the campaign) ...

    ... we at Pearson decided to play a little game: I’m Going on a Picnic.

    Here are 9 more games that are sure to have your family and friends of all ages laughing and using their brainpower.

    • I’m Going On a Picnic (Or a Trip)
    • I Spy
    • The Alphabet Game
    • Twenty Questions
    • License Plate States
    • Telephone
    • Spelling Bee
    • Telling a Story, Word by Word
    • Rock, Paper, Scissors
    • Sound Effects, Please

    For more games to play, check out Kidspot.com.

  • How Diversity Leads to More Innovative Learning in the Classroom

    by LearnEd

    Close-up of an award

    Diversity and The Best Ideas

    diverse learners

    Pearson was recognized last night as one of the country's most inclusive places to work—for the third year in a row.

    Pearson achieved a perfect score in the Corporate Equality Index, a benchmark survey of LGBT community inclusivity conducted by the Human Rights Campaign Foundation.

    "You can't change the lives of diverse learners until you learn diverse needs," says Kendra Thomas, who is Pearson's Global Head of Diversity and Inclusion.

    "We want Pearson to be as inclusive as possible in order to attract the best possible talent," she says. "You can't innovate the best ideas, the best solutions, or provide the best services if you're not hiring the best people."

    "Pearson was the only education and learning company recognized by last night's ceremony," Kendra says. "We're not just leading our peers in the field, we're also innovating learning in the best ways for students and outcomes at all levels."

    In the Classroom and Beyond

    "It's important for children to be able to see themselves in the characters of the books they're reading," says Jennifer Rosenthal, a Community Manager at Pearson, Diversity & Inclusion Advocate, and former English teacher.

    "If they're not identifying with materials in the classroom," she says, "they're not getting a quality learning experience."

    Jennifer says the need for classroom diversity is also important for a child's future.

    "We learn from each other," she says. "These kids will one day join a competitive, global, diverse marketplace and it's really important that they are exposed to many forms of diversity as early as possible."

    Improving Outcomes in the Absence of Fear

    "Ultimately," Jennifer says, "it improves student outcomes."

    Jennifer attended last night's award ceremony in New York to receive the award on Pearson's behalf.

    "One of the speakers said: 'No student should have to worry about being bullied on the way to the bathroom in the same way they worry about a pop quiz,'" Jennifer recalls.

    "Learning companies have to stand up now to make sure that doesn't happen," she says. "Hopefully, it starts to trickle down in to all parts of education."

    Developing an App

    Pearson’s Diversity and Inclusion team is already working on the next step of that process.

    "We're working on an app for students based on our commitment to inclusion," says Kendra Thomas.

    Jennifer Rosenthal accepts Pearson's recognition from the Human Rights Campaign Foundation as one of the country's most inclusive places to work.
    Jennifer Rosenthal accepts Pearson's recognition from the Human Rights Campaign Foundation as one of the country's most inclusive places to work.

    "With one swipe," she says, "we hope to give them access to a compilation of suicide prevention and other hotlines when they have serious needs."

    Jennifer says: "We can't forget that we're dealing with students lives—and their futures."