This link has been bookmarked by 118 people and liked by 1 people. It was first bookmarked on 05 Dec 2011, by Andrea Henderson.
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“I won’t beat around the bush,” he wrote in an email. “The math section had 60 questions. I knew the answers to none of them, but managed to guess ten out of the 60 correctly. On the reading test, I got 62% . In our system, that’s a “D”, and would get me a mandatory assignment to a double block of reading instruction.
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A test that can determine a student’s future life chances should surely relate in some practical way to the requirements of life. I can’t see how that could possibly be true of the test I took.”
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“I can’t escape the conclusion that decisions about the [state test] in particular and standardized tests in general are being made by individuals who lack perspective and aren’t really accountable.”
There you have it. A concise summary of what’s wrong with present corporately driven education change: Decisions are being made by individuals who lack perspective and aren’t really accountable.
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deology, politics, hubris, greed, ignorance, the conventional wisdom, and various combinations thereof
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The stupidity of the current test-based thrust of reform has triggered the first revolt of school principals.
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A fourth principal, Mario Fernandez, called the evaluation process a product of “ludicrous, shallow thinking. They’re expecting a tornado to go through a junkyard and have a brand new Mercedes pop up.”
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How many of the approximately 100,000 school principals in the U.S. would join the revolt if their ethical principles trumped their fears of retribution? Why haven’t they been asked?
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09 Sep 13
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08 Sep 13
Josh GauthierWhen an Adult Took Standardized Test Forced on Kids http://t.co/ermGWS8rIy
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07 Sep 13
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28 Aug 13
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13 May 13
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19 Nov 12
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02 Sep 12
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24 Jul 12
Colleen Meulsteean adult who took state standardized test and reviewed its importance/relevance to success
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10 Jul 12
Leah BeckInteresting look at standardized test scores as true indicators; one school board member took the tests and made his scores public to show the problems with evaluating teachers AND students based on these tests
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QUIZ: Take part of the test that the local school board member took in the story below: Reading Quiz | Math Quiz. Questions come from the Florida Comprehensive Assessment Test (FCAT) for 10th grade.
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“It might be argued that I’ve been out of school too long, that if I’d actually been in the 10th grade prior to taking the test, the material would have been fresh. But doesn’t that miss the point? A test that can determine a student’s future life chances should surely relate in some practical way to the requirements of life. I can’t see how that could possibly be true of the test I took.”
Here’s the clincher in what he wrote:
“If I’d been required to take those two tests when I was a 10th grader, my life would almost certainly have been very different. I’d have been told I wasn’t ‘college material,’ would probably have believed it, and looked for work appropriate for the level of ability that the test said I had.
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11 Jan 12
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. “The math section had 60 questions. I knew the answers to none of them, but managed to guess ten out of the 60 correctly.
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On the reading test, I got 62% . In our system, that’s a “D”,
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“It seems to me something is seriously wrong. I have a bachelor of science degree, two masters degrees, and 15 credit hours toward a doctorate.
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ayaxley"There you have it. A concise summary of what’s wrong with present corporately driven education change: Decisions are being made by individuals who lack perspective and aren’t really accountable.
Those decisions are shaped not by knowledge or understanding of educating, but by ideology, politics, hubris, greed, ignorance, the conventional wisdom, and various combinations thereof. And then they’re sold to the public by the rich and powerful."standardized test score SAT objection teaching school assessment
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10 Dec 11
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09 Dec 11
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“I can’t escape the conclusion that decisions about the [state test] in particular and standardized tests in general are being made by individuals who lack perspective and aren’t really accountable.”
There you have it. A concise summary of what’s wrong with present corporately driven education change: Decisions are being made by individuals who lack perspective and aren’t really accountable.
Those decisions are shaped not by knowledge or understanding of educating, but by ideology, politics, hubris, greed, ignorance, the conventional wisdom, and various combinations thereof. And then they’re sold to the public by the rich and powerful.
All that without so much as a pilot program to see if their simplistic, worn-out ideas work, and without a single procedure in place that imposes on them what they demand of teachers: accountability.
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08 Dec 11
Kim YarisGREAT article about a successful businessman who took the state test and failed. Interesting insights from an outsider about the dangers of testing.
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07 Dec 11
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Christopher WrightA must read concerning standardized testing.
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Jonathan BussièresUn article qui décrit la situation aux État-Unis concernant les tests standardisés. Leur apparente déconnexion d'avec le monde réel nous mène à nous questionner sur comment et pourquoi on évalue et je pense que le même questionnement s'applique pour l'université. À quoi devrait servir l'évaluation autre que de classer les étudiants les uns par rapport aux autres? Cette idée de classification est aussi problématique parce qu'elle ne donne pas non plus une représentation réelle des capacités d'une personne à faire des choses ou à réussir dans un emploi.
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A test that can determine a student’s future life chances should surely relate in some practical way to the requirements of life.
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06 Dec 11
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onable measure, my friend is a success. His now-grown kids are well-educated. He has a big house in a good part of town. Paid-for condo in the Caribbean. Influential friends. Lots of frequent flyer miles. Enough time of his own to give serious attention to his school board responsi
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hubris,
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A concise summary of what’s wrong with present corporately driven education change: Decisions are being made by individuals who lack perspective and aren’t really accountable.
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my friend is a success
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“The math section had 60 questions. I knew the answers to none of them, but managed to guess ten out of the 60 correctly. On the reading test, I got 62% . In our system, that’s a “D”, and would get me a mandatory assignment to a double block of reading instruction.
-
“If I’d been required to take those two tests when I was a 10th grader, my life would almost certainly have been very different. I’d have been told I wasn’t ‘college material,’ would probably have believed it, and looked for work appropriate for the level of ability that the test said I had.
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I can’t escape the conclusion that decisions about the [state test] in particular and standardized tests in general are being made by individuals who lack perspective and aren’t really accountable.
-
Those decisions are shaped not by knowledge or understanding of educating, but by ideology, politics, hubris, greed, ignorance, the conventional wisdom, and various combinations thereof. And then they’re sold to the public by the rich and powerful.
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“I can’t escape the conclusion that those of us who are expected to follow through on decisions that have been made for us are doing something ethically questionable.”
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05 Dec 11
Elena LaVictoireFascinating article written by a school board member who took a standardized test for 10th graders and didn't fare so well.
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A longtime friend on the school board of one of the largest school systems in America did something that few public servants are willing to do. He took versions of his state’s high-stakes standardized math and reading tests for 10th graders, and said he’d make his scores public.
By any reasonable measure, my friend is a success. His now-grown kids are well-educated. He has a big house in a good part of town. Paid-for condo in the Caribbean. Influential friends. Lots of frequent flyer miles. Enough time of his own to give serious attention to his school board responsibilities. The margins of his electoral wins and his good relationships with administrators and teachers testify to his openness to dialogue and willingness to listen.
He called me the morning he took the test to say he was sure he hadn’t done well, but had to wait for the results. A couple of days ago, realizing that local school board members don’t seem to be playing much of a role in the current “reform” brouhaha, I asked him what he now thought about the tests he’d taken.
“I won’t beat around the bush,” he wrote in an email. “The math section had 60 questions. I knew the answers to none of them, but managed to guess ten out of the 60 correctly. On the reading test, I got 62% . In our system, that’s a “D”, and would get me a mandatory assignment to a double block of reading instruction.
He continued, “It seems to me something is seriously wrong. I have a bachelor of science degree, two masters degrees, and 15 credit hours toward a doctorate.
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“It makes no sense to me that a test with the potential for shaping a student’s entire future has so little apparent relevance to adult, real-world functioning. Who decided the kind of questions and their level of difficulty? Using what criteria? To whom did they have to defend their decisions? As subject-matter specialists, how qualified were they to make general judgments about the needs of this state’s children in a future they can’t possibly predict? Who set the pass-fail “cut score”? How?”
“I can’t escape the conclusion that decisions about the [state test] in particular and standardized tests in general are being made by individuals who lack perspective and aren’t really accountable.”
There you have it. A concise summary of what’s wrong with present corporately driven education change: Decisions are being made by individuals who lack perspective and aren’t really accountable.
Those decisions are shaped not by knowledge or understanding of educating, but by ideology, politics, hubris, greed, ignorance, the conventional wisdom, and various combinations thereof. And then they’re sold to the public by the rich and powerful.
All that without so much as a pilot program to
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Melissa Wiley"“If I’d been required to take those two tests when I was a 10th grader, my life would almost certainly have been very different. I’d have been told I wasn’t ‘college material,’ would probably have believed it, and looked for work appropriate for the level of ability that the test said I had.
“It makes no sense to me that a test with the potential for shaping a student’s entire future has so little apparent relevance to adult, real-world functioning. Who decided the kind of questions and their level of difficulty? Using what criteria? To whom did they have to defend their decisions? As subject-matter specialists, how qualified were they to make general judgments about the needs of this state’s children in a future they can’t possibly predict? Who set the pass-fail “cut score”? How?”"
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