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Design/Approach/Methods: Starting from the questions that what matters in education assessment, this article presented such questions as a wicked problem because there is no consensus, not right or wrong answer, and certain solutions may lead to side effects on students and society. 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and David Hansen  \nUniversity of Kansas  \nECNU Review of Education 2019, Vol. 2(3) 262–278 ª The Author(s) 2019 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531119878965](DOI: 10.1177/2096531119878965)[ ](DOI: 10.1177/2096531119878965)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: Making policy makers, researcher, education leaders, and assessment developers aware that what matters in education assessment is a wicked problem that cannot be easily solved following traditional approaches.  \nDesign/Approach/Methods: Starting from the questions that what matters in education assessment, this article presented such questions as a wicked problem because there is no consensus, not right or wrong answer, and certain solutions may lead to side effects on students and society. Therefore, a new approach of ecology should be involved, and different education outcomes or intended qualities of learners are presented in complex relationships.  \nFindings: Deciding what matters in education assessment is a wicked question. It is not a tame or technology problem and can be resolved by any conventional approaches. What is pivotal now is to decipher what matters in education and then what should be measured and ultimately how to measure. The ecology and collaborate approach deliberated in this article could expedite such a process.  \nOriginality/Value: This article advocates paradigm change in understanding and resolving one of the most urgent problems in education. It provides an ecology explanation of the relationships that exist among the different education outcomes and students’ qualities. By guiding through the  \nCorresponding author:  \nYong Zhao, School of Education, University of Kansas, 419 Joseph J. Pearson Hall, Lawrence, KS 66049, USA. Email: [yongzhao@ku.edu](yongzhao@ku.edu)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([http://www.creativecommons.org/licenses/by-nc/4.0/](http://www.creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \ndissecting of the problem step by step, this article has demonstrated a unique angle of understanding the wicked problem.  \nKeywords  \nAssessment, ecosystem, wicked problem  \nDate received: 11 March 2019; accepted: 6 September 2019  \nWhat is measured in education represents a society’s view of what is important for schools to teach and what matters for children to learn. What gets measured reflects the outcomes a society expects of its education system and what its future citizens should be equipped to do. Paradoxically, once an educational outcome is measured, it becomes what matters, even if it turns out to be an unimportant, or irrelevant, outcome. What we measure is what schools and students pursue. Asa result, what is measured has a significant impact on the curriculum, the educational experiences of children, and the qualities of future citizens. For example, the washback effects of testing on learning, teaching, and curriculum has long been observed as a common phenomenon in language teaching (Cheng & Watanabe, 2004; Shohamy, Donitsa-Schmidt, & Ferman, 1996) .  \nWe are on the brink of a significant shift in education measurement that can have long-lasting impact. Recent years saw increasing discontent with traditional measures of content or cognitive skills across a narrow spectrum of subjects (e.g., math and literacy) because these measures ","cbCaiqmWcWUQQjfC","https://ap.wps.com/l/cbCaiqmWcWUQQjfC","pdf",210076,17,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n## Keywords\n# Measuring education and what matters\n## Measurement as a societal view\n## Paradox of what gets measured\n# Rationale for shifting education measurement","[{\"question\":\"Why is measuring what matters in education assessment considered a wicked problem?\",\"answer\":\"There is no consensus and no single right or wrong answer, and proposed solutions can create side effects for students and society.\"},{\"question\":\"What new approach does the article argue should be involved?\",\"answer\":\"An ecological approach, treating education outcomes and learners’ intended qualities as complex, interconnected relationships.\"},{\"question\":\"What does the article identify as the pivotal next step in education measurement?\",\"answer\":\"Decipher what matters in education, then determine what should be measured and ultimately how to measure it.\"}]","Tackling the Wicked Problem of Measuring What Matters - Framing the Questions | PDF",43]