Up to this point, Peter Greene has described. “Pearson’s new world order,” as explicated by Michael Barber and John Hill in their 88-page document.

Here he reveals the plans for implementation.

1. Think long-term. “So we have to think long term. The arrival of the assessment renaissance, like the Second Coming of Christ, will appear on a day unlooked for. Everyone best be ready.”

2. Build partnerships. “They particularly like the example of a competition to propose solutions (competitions are great because you can get lots of people to work for you, but you only have to pay the winners).”

3. Create the infrastructure, preferably by getting government to pay for it.

There is more. Read it and be informed.

“If you’ve never read Barber before, know this– he speaks repeatedly about changing the world’s education system not as a business opportunity, but as a moral imperative. He is, in fact, carrying the white man’s burden, fixing all the schools in the world because he Knows how they are supposed to work.”

Peter Greene continues his analysis of Barber and Hill’s projection of a test-dominated future.

Come the Pearson Renaissance, testing will be the linchpin of education.

As Greene writes:

“How do we tie curriculum and teaching together? How do we fix the achievement ceiling an finally make students smarter? How do we make learning really “professional” and not just something filled with human frailty? How do we collect and crunch more data than God? How do we create an ungameable system?

All assessing, all the time.

This is assessment with a new purpose– not to give a grade, but to determine whether Pat and Chris are ready to move on to the next stage of the curriculum. I once posited that Common Core standards were not so much standards as they are data tags for marking, storing, cataloging and crunching everything students do.”

Human judgment is replaced by the Pearson matrix.

Continuing his review of Pearson’s 88-page manifesto for a revolution in educatiion (led by Pearson), Peter Greene here reviews the claim that assessment should drive instruction.

To summarize,

“In other words, we need to teacher-proof classrooms. Teachers are human and variable and not reliable cogs in the educational machine. If we could get them all bound to assessments, that would tie them into a system that would be smooth and elegant. And profitable.

“Assessment is the new Missing Link for transforming education into a teacher-proof, school-proof, techno-driven, highly profitable process.”