Comments on: Like Cranky Talk Show Hosts

By: My Wonderful World

My Wonderful World — Thu, 09 Aug 2007 15:19:27 +0000

You’re all right: there’s a lot wrong with standardized testing. Among issues is the prevailing designs of the tests (Kohn’s fatal flaw 3) –most often quantitative assessments of itemized, fact-based knowledge rather than creative thinking or real-world application.

But I’m wary of narrow criticism, including some of the comments here, that risks throwing out the baby with the bathwater. I’m newly emerged from the world of standardized tests. A number of new measures, including the essay component added to the standard SAT, serve as steps in the right direction to test a wider range of knowledge. We should continue expanding our approach to test design and recognize that quantitative tests are but ONE tool to assess the abilities of students, teachers, and schools. There are many others that are at least equally as important.

However, as Doug points out, fact-based knowledge for things like multiplication tables serves as the building blocks for advanced forms of learning. Consequently, even fact-based tests can lend important insights into overall achievement and often reveal the existence of gross inadequacies. I’m currently working as an intern for the education division of the National Geographic Society, which recently conducted a nation-wide survey of high school graduates’ geographic knowledge. The alarming results are important not because they show that 63% of young adults can’t find Iraq on a map, but because of what this suggests about students knowledge of the world around them and the interactions of political actors, people, and places (many fewer can probably identify the three predominant groups that call Iraq home, for example).

So let’s continue to seek ways to ensure that America’s students are gaining the comprehensive educations they’re entitled to, recognizing that the answer will never be as simple as “to test or not to test.” Like any important issue, it will require a creative, multi-faceted approach that combines both quantitative and qualitative assessments along with new definitions for success.

By: Carolyn Foote

Carolyn Foote — Wed, 08 Aug 2007 12:38:23 +0000

Your point that:

“It gets improvement wrong. Responding to the political drumbeat of “rigor” that emerged out of reports that schools were “dumbing down” curriculum results in only more of the same teaching that gave rise to the criticisms in the first place”

is excellent. This whole model continues to treat schools as though they are production factories.

Do most of our students even know why they are there?

How engaged are they in the “parts” that are being welded onto them?

Your post is very thought-provoking. Thanks to Will Richardson for pointing it out, as well!

By: Go and Read this Now at through the looking glass

Go and Read this Now at through the looking glass — Mon, 06 Aug 2007 23:14:30 +0000

[...] http://borderland.northernattitude.org/2007/08/05/like-cranky-talk-show-hosts/ Filed under School | [...]

By: Doug Noon

Doug Noon — Mon, 06 Aug 2007 16:27:39 +0000

Charles, I agree that recall is important, and you’re correct that declarative knowledge is fundamental to any problem solving activity. The quote from Chris referred to the depth of knowledge required on standardized multiple choice tests and many school exercises which do not generally require problem solving ability. (That was my understanding, anyway.) I still use drill and rote learning techniques when they’re called for. There is most definitely value in knowing things, as well as knowing how to get things done and seeking alternate solutions. Many kinds of knowledge are useful and even necessary, as you point out. Thank you.

By: Stephen Downes

Stephen Downes — Mon, 06 Aug 2007 16:25:43 +0000

> The standards movement is not a national response to a grassroots outcry. It’s a corporate business-initiated movement that has been sold to a fearful middle class worried about economic and social insecurity.

This is a very astute observation.