If you missed these in the Sun Sailor/Post, they are opinion pieces that I enjoyed.
Collette gives some excellent comments in "Response to Test Results". Though I disagree with her thoughts that "passing kids" should be opted out of the state tests. My rationale is that it could lead to grade inflation and may lead to some excellent student cramming, instead of really learning it. (been there done that...) Also, I think she lets the community off by not including them in her list of things that are needed to help improve the situation. (maybe they were in the School Board / State categories...)
Sue reminds us why teachers really do matter in "Student/teacher relationships - priceless". Though I am sometimes critical of Teacher's Unions and the "questionable few" percentage of teachers. I want to remind the "incredibly capable and dedicated many teachers" that I do truly notice and appreciate them !!!
Finally, how are you doing on your homework? "Whatever It Takes" I just finished the book by that title and it was fascinating to learn about the massive undertaking they are accomplishing.
Thoughts welcome as always !!!
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Whenever we think about tests, we should think about what goals they serve and how well they serve them. Among other things, tests tell us what's happening in a classroom and that's important information across the board. I don't see the reason, for example, why a kid who gets a certain result on one test should necessarily be excused from another test.
National testing standards might be nice, and there are national tests, NAEP, ACT, and SAT that provide interesting results, but each test has it's own flaws as all tests do. Each test can tell us a part of the story of what's going on in our schools, but no test will ever give us a full and complete picture.
Just a note after further pondering... I am not sure if I agree with Collette's comment that a student should be placed in only one category. It would be simpler, clearer and easier, however who would decide which category is most appropriate for the poor white kid with special needs. So it should probably stay the way it is... (ie life is complicated at times)
"I am not sure if I agree with Collette's comment that a student should be placed in only one category."
I don't have answers to questions like this, but I do have comments. We should ask why we have categories, and whether putting kids in more than category serves the purposes for which a category system was established.
We should not decide how to test on the basis of the results we want to achieve. That's a logical fallacy. The point of tests is to tell us what we don't know, not to provide support for our pre-existing opinions and perceptions.
Here by the way is a link to a presentation given by Gayle on testing from the RAS website:
http://lac.rdale.org/modules/groups/homepagefiles/gwp/494491/856303/File/Exposing%20standaridized%20testing%20myths%20final%2097-03%20version.pdf?sessionid=2512dbe7e419337bab0e25d407bea7da
For the reader's convenience:
Exposing Std Testing Myths
Be careful reading this. The folks that presented it were hesitant to post it because of the potential for misinterpretation. Now that it is available, I'll post with some thoughts on it soon.
Jon, Thanks for the good news.
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