John Warner Proposes Questions for Measuring Learning

John Warner, writing for McSweeney's Internet Tendency, has proposed a set of "starter questions" intended to help educators more effectively measure student learning. Published on September 4, 2026, Warner's piece argues for a more deliberate and critical approach to assessment, moving beyond superficial metrics to understand genuine comprehension and skill development. The author suggests that educators should begin by asking themselves fundamental questions about the purpose and nature of the learning they aim to assess.

Warner's framework encourages educators to consider what specific knowledge or skills they expect students to acquire. He prompts reflection on whether the assessment methods align with the learning objectives, and if the outcomes truly reflect student understanding or merely their ability to perform on a particular type of test. The questions are designed to be foundational, serving as a starting point for designing assessments that are both meaningful and valid. For instance, an educator might be prompted to ask: "What do I want students to know or be able to do after this unit?" and "How will I know if they have achieved this?"

Furthermore, the proposed questions delve into the practicalities of assessment design. Warner suggests considering the time and resources available for assessment, and how to ensure fairness and equity for all students. He emphasizes the importance of providing students with clear expectations and feedback, and how assessment can be used not just for grading, but also for guiding future learning. The underlying philosophy is that effective assessment is an integral part of the learning process itself, rather than a separate, summative event. This approach aims to foster a deeper engagement with the subject matter and encourage the development of critical thinking and problem-solving abilities.

The article implicitly critiques common assessment practices that may prioritize rote memorization or superficial engagement over deep understanding. By providing these starter questions, Warner aims to equip educators with a tool to critically examine their own assessment strategies and to develop more robust and insightful methods for evaluating student progress. The goal is to move towards assessments that are not only accurate in their measurement but also contribute positively to the overall educational experience and student development.