tag:blogger.com,1999:blog-4443722834139095121.post2903488365032026406..comments2016-05-12T09:39:35.961-07:00Comments on Economics of Reality: Mindset and Deliberate PracticeGlenn Hubbard Econ 490 Fall 2015http://www.blogger.com/profile/16140673497561022154noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-4443722834139095121.post-86190297971711592412016-03-25T09:51:12.566-07:002016-03-25T09:51:12.566-07:00I wonder if you had your IQ tested as a kid. When...I wonder if you had your IQ tested as a kid. When I was a kid I'm pretty sure I was given such a test. And I know that my kids had some test in first grade done to determine whether they should be put into the "gifted program" at school. Here is <a href="https://www.stanfordbinet.net/" rel="nofollow">a link I found</a> to an online test of this sort. Such testing, whether valid or not, creates a social assumption of fixed mindset. <br /><br />With young kids it is fairly common to track their height and have various measures over time to see the growth. It is much less common to collect a portfolio of the kid's work and see how that seems more expressive and mature over time. We don't measure learning that way, but maybe we should.<br /><br />My last comment here is whether learning is different when it is already known stuff (known by the teacher) than when it is fundamentally unknown by anyone (where we call it creativity or research or some label such as that). At issue is whether the nature of the work is the same or if they are quite different. Professor Arvanhttps://www.blogger.com/profile/15256000730474030475noreply@blogger.com