I wonder what limitations there are to using standardized testing for evaluating "progress"? From personal experience, many of my friends who score very well on standardized tests aren't necessarily "smart" in the sense Feynman was "smart" - that is, capable of creating and sharpening their models of the world.
What's ironic is that while Teach for America acknowledges that it's extremely difficult to measure what makes a "good teacher", in that same sense of a person who continuously creates and sharpens their models of the world, they seem to assume it's trivial to measure a "good student", even though the two are fundamentally the same.
What's ironic is that while Teach for America acknowledges that it's extremely difficult to measure what makes a "good teacher", in that same sense of a person who continuously creates and sharpens their models of the world, they seem to assume it's trivial to measure a "good student", even though the two are fundamentally the same.