Can You Measure Rigor?
Kevin, my husband, I wrote a comment as follows:
“The concept of ‘engagement’ is like ‘fun’ – everyone claims their program is fun – except they are never asked to prove it. Same with ‘engagement’ – except not as used as often and certainly never required to be demonstrated but it is critical to learning. A 2007 PISA (OECD) study, showed levels of ‘engagement’ was the single factor that differentiated the nations with the highest and lowest levels of student achievement….!!
The reason he did this is because I was working in an inner city school putting engaged learning into practice!
So here’s the story!
Jazzles ELA excels in engaged learning! Seriously you could stake the proverbial house on Jazzles versus any other program to engage today’s diversified classes.
It’s one of my hobby horses because it is so important yet no one seems to care!
So we were both somewhat overwhelmed by the followng response from Professor John Sizemore, M.Ed., who teaches in the highly respected Annsley Frazier Thornton School of Education. He’s a bit of an expert in this area. His resume notes: “John brings a practitioner’s perspective to the students entering the field of education or honing their skills to be principals. He has served in many administrative roles in public education, most recently as assistant superintendent in the 100,000 student Jefferson County Public Schools. John has served as consultant to a variety of urban and rural districts across the country, focusing on restructuring schools. Additionally, John has published articles on teacher advisory programs and principal leadership in restructuring the middle school. John received his B.A. in Social Studies, his MA in Guidance and Counseling, and his Rank I in Supervision and Instruction from Eastern Kentucky University.”
If you are a member of LinkedIn, you can reference the article by clicking this link: 27 Ways To Increase Student Engagement In Learning
Here’s what Professor Sizemore had to say:
“Maria, I totally concur with Kevin. School leaders and teachers speak of rigor, but it is really just talk. Until you measure rigor, it is all conjecture. With research I have been doing on rigor and engagement, in over 40 schools engagement follows rigor. As goes rigor so goes engagement. Early on l speculated active learning was the trigger to engagement, meaning that if you pedagogically tended to active learning that rigor would result. After more than 20,000 observations, it is clear rigor (thinking level) is at the top of the food chain. In every school’s data, when rigor increases so does engagement. You can have high engagement, but it is resting on the good nature of compliant students. This was determined by schools results that had high engagement, but very, very low rigor. In this case, it was a rural school district with students that did what the teacher asked.
Kevin is so right on with his analysis. School and teacher leaders talk of rigor and engagement, but until you measure these areas, you do to know. Thankfully, I have developed a quick assessment tool to get empirical results. The schools with whom we work know the difficulty of trying to change rigor and engagement. The difficulty in improving schools is In knowing how to change systems which then change school results.
We have found school leaders are challenged with knowing what to do too change results. It is not more PD, but the right PD which focuses on how to increase rigor,
By John Sizemore”
At long last we have found someone who knows how to measure rigor – we hope to use his assessment tool either directly or as the basis for a thesis. If you know anyone interested in this, please have them contact me.
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