While the Spring Semester is well underway, the annual round of end of year assessments is underway all across our country. While Hobbs Schools recognizes with these measures are important, we also recognize that these are not the only means of measurement. We are grateful for our community of Hobbs who has provided direction to us as to what is important. Consider the dialogue below to help gain a broader perspective on student success.
The Carnegie Foundation for the Advancement of Teaching has drafted a report, A New Vision for Skills-Based Assessment calls for a paradigm shift in educational assessment, moving beyond traditional cognitive measures to include a broad array of behavioral and affective skills. This new vision emphasizes assessing competencies like critical thinking, adaptability, communication, and a growth mindset—skills that are increasingly valued in modern education and the workforce. The Hobbs Municipal Schools’ Portrait of an Eagle exemplifies how these forward-thinking principles are being put into practice at the local level.
The current educational assessment model, which primarily focuses on academic achievement through standardized tests, often overlooks the diverse and nonlinear ways students acquire skills. The report suggests that as learning increasingly occurs outside of traditional classroom settings—through experiences like internships, volunteer work, and community service—assessment systems must adapt to measure what students truly know and can do. The focus should not be limited to cognitive knowledge but must also incorporate behavioral skills such as teamwork and leadership, as well as affective skills like empathy and perseverance.
Hobbs Municipal Schools have recognized this need and developed a well-rounded framework in their Portrait of an Eagle. The district identifies critical competencies such as critical thinking, adaptability, communication, and a growth mindset, aligning closely with the broader national push toward skills-based assessment. The Portrait of an Eagle outlines specific expectations for students, such as understanding the bigger picture, proposing mindful solutions, and applying intentional thinking under the critical thinking category. Adaptability is demonstrated through flexibility, effective teamwork, and the ability to handle criticism constructively—traits that prepare students for success in unpredictable environments.
The emphasis on a growth mindset at Hobbs Municipal Schools also mirrors the report’s advocacy for lifelong learning. By encouraging curiosity, embracing diverse perspectives, and promoting the willingness to learn, unlearn, and relearn, Hobbs schools help cultivate a culture of continuous improvement among students. This approach not only enhances academic performance but also equips learners with the resilience needed to thrive in a rapidly changing world.
Moreover, Hobbs’ focus on effective communication—teaching students to choose the right communication methods, practice active listening, and build effective teams—reflects the holistic approach advocated by A New Vision for Skills-Based Assessment. These skills are critical not only in educational settings but also in professional and civic life, where clear and thoughtful communication can drive meaningful collaboration and innovation.
By implementing these principles, Hobbs Municipal Schools are leading by example, demonstrating how local education systems can align with national efforts to redefine success. Through a balanced focus on cognitive, behavioral, and affective skills, they are preparing students not only for academic success but for lifelong achievement in all facets of life. This forward-thinking approach is a model for other districts aiming to create a more inclusive, effective, and future-ready education system.
We look forward to an accountability model that better communicates the true and multiple abilities of our students.
Gene Strickland
Superintendent
Hobbs Municipal Schools