Learning Gains: A Metric of False Progress
New statistical methods obscure the true nature of learning by reducing it to mere quantifiable "gains".
Reducing education to "normal gains" through pretest-posttest measurements is a bureaucratic delusion. True learning transcends sterile metrics, demanding deep understanding and critical thought, not statistical normalisation. This obsession with quantifying every cognitive shift stifles genuine intellectual exploration, creating a generation of exam-passers rather than knowledge-creators. We must reject this instrumentalisation of intelligence. When will education stop chasing numbers and start cultivating minds?
Quantifiable learning gains offer invaluable insights into pedagogical effectiveness, guiding targeted interventions and optimising educational strategies for measurable improvement. They are a tool, not an impediment.
- ·Metric obsession
- ·True learning lost
- ·Stifles creativity