paulg_68 posted:
Actually you're the one stuck on semantics. My argument is two things:
1) Teaching the way you say standardized testing pushes teachers to teach gives inferior results (on tests) compared to teaching the right way. Therefore it is not the tests that are driving teachers and administrators to do things the lazy way.
Actually you're the one stuck on semantics. My argument is two things:
1) Teaching the way you say standardized testing pushes teachers to teach gives inferior results (on tests) compared to teaching the right way. Therefore it is not the tests that are driving teachers and administrators to do things the lazy way.
Standardized testing has a place in education, but its place is presently inappropriately emphasized. School funding and even teacher advancement and compensation is based on standardized testing scores.
paulg_68 posted:
2) Whatever you want kids to know, put it on the test. If you feel the tests are causing curriculums to shrink, then expand the test.
See, no semantics in my argument.
2) Whatever you want kids to know, put it on the test. If you feel the tests are causing curriculums to shrink, then expand the test.
See, no semantics in my argument.
Your entire argument is about semantics.
Show me a standardized test for critical thinking that incorporates competency in reading, writing, math, and science.
Show me a standardized test that asses the ability of students to APPLY skills rather than to simply repeat the equivalent of multiplication tables.
SAT scores used to be considered a reasonable indicator of academic performance but then where was some sort of movement about how the SAT didn't test Ebonics or whatever, and also that the SAT didn't really address non-college-bound students (remember those, there actually used to be some non-college bound students in the public school system - back when there wasn't such a huge push to keep on inflating the college bubble), so apparently it was thrown out as an indicator of performance.
In its place, with NCLB, we adopted a standardized test that was designed to test the competency of the non-college bound students and we removed tracking (or most of it) in schools because that was unfair and because with all the time spent on teaching to the test, it was harder for teachers to really focus on expanding the capabilities of the higher performing students, not to mention that those students apparently had unfair advantages so they deserved less time and effort and all that other PC horsesiht, and now even exceptional students wallow in repetitive drill and regurgitate sessions to prepare them for "The Testâ„¢".
The entirety of the NCLB program was designed to deal with the lowest common denominator. In its zeal, this program threw everyone BUT the lowest common denominator schools and students under the bus and let them wallow in federally mandated mediocrity.
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