Yesterday’s PISA results will be the subject of a lot of debate and analysis but one exchange illustrates how rich the discussion can become when it goes beyond positional warfare:  Pasi Sahlberg, Finnish education guru, Alan C. Jones, a commenter on a blog, and New Hampshire teachers all go beyond the usual debates about the evils of testing to talk about meaningful learning for students.

When perennial education leader Finland lost its top spot in the PISA scores this year, Pasi Sahlberg, said (quoted here on Diane Ravitch’s blog),

Finland should not do what many other countries have done when they have looked for a cure to their ill-performing school systems. Common solutions have included market-based reforms, such as increasing competition between schools, standardization of teaching and learning, tougher test-based accountability and privatization of public schools. Instead, Finns must protect their schools from the Global Educational Reform Movement (GERM) that has failed to help schools to get better in other countries.

The better way for Finland is to ensure that schools are able to cope with increasing inequality, that teachers have tools to help students with individual needs, and that all schools get support to succeed.PISA results are too often presented as a simple league table of education systems. But there is much more that the data reveal.

….see the full post here.

That led to this very interesting comment by Alan C. Jones:

What Mr. Sahlberg is pointing out is the distinction between what Fenstermacher & Richardson (2005) have named “successful schools” and “good schools.” Successful schools require a quantifiable outcome that is evidence of student learning. Good schools focus on the process of education —balanced curriculum, ambitious teaching, inclusive environments—and let the test scores take care of themselves.W. Edwards Deming, the father of TQM, (who incidentally warned that his methods should never be applied to education), warned of the danger of end point measurement systems. Even in the private sector, Deming noted, the focus on quantifiable outcomes can distort the processes designed to produce quality. The shame of the accountability movement is taking away from children the opportunity to learn in a joyful and meaningful school environment — a good school. In the pursuit of successful schooling, administrators and law makers have been victimized by end point thinking. We will never be able to link what teachers do in classrooms with some quantifiable outcome. What we can do in schools is make every effort to make a child’s experience in school a meaningful one—the processes that teachers are pursuing in Finland.

New Hampshire teachers make the same point.  Angela Manning, 5th grade teacher at Portsmouth’s New Franklin Elementary School, said,

“Our teachers are saying, “Ok. This is a standard that we have to teach and we’re going to make it applicable to our students so it’s meaningful. How can we make it best for kids’ learning? The bigger things that are coming out of Common Core are that the thinking required will benefit these kids.

When it comes to testing, that will take care of itself.”

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