In article <[EMAIL PROTECTED]>,
Daniel P. B. Smith <[EMAIL PROTECTED]> wrote:
>In article <93mrk6$5am$[EMAIL PROTECTED]>, Gene Gallagher
><[EMAIL PROTECTED]> wrote:
>> The local schools are already being forced to teach to the test. I
>> reviewed my older daughter's science text and thought it was apalling.
>> There would be a 10-page section mediocre discussion of pressure in the
>> ocean and atmosphere, followed by an inane 10-p discussion of pressure
>> in the blood system. There was little to unite the two concepts in that
>> both dealt with a term called pressure that was very poorly described. I
>> told her teacher that I didn't envy him having to teach with a book that
>> was structured so poorly. He said the book was the best of a bad lot
>> and that they chose it over one that they preferred because the content
>> was closer to that being tested with the MCAS. He said that their
>> previous model was that earth sciences were dealt with in a unified
>> package in one year, followed by the life sciences in the years before
>> and after. However, the MCAS tests both earth and life sciences in one
>> exam, so they couldn't go a year without covering both with the same
>> text. I fear that decisions like this are being made state-wide.
>Reportedly, many schools in Massachusetts are already de-emphasizing
>history and science in favor of English and math, because the latter two
>MCAS tests are required for graduation and the former two are not.
They are doing an atrocious job of teaching for English and
math, as they are concentrating on the not particularly
important matters being tested. If there were test of
the same type for history and science, they would be just
as bad.
The educationists (this is a term used by subject matter
people; to us, an educator is someone who teaches subject
matter, while an eductionist is someone who claims to teach
how to teach, without assuming any particular competence
in the subject) teach by memorization, routine, and drill.
The idea that there is a general concept of pressure which
can be widely used is at best known as words to them.
>Readin' and writin' and 'rithmetic, don't you know... I wonder when the
>hickory stick will be reintroduced...
They are teaching arithmetic at the level of imitating a
calculator, not with understanding; it seems impossible to
provide this understanding to teachers or prospective teachers.
As for reading, the levels of the nineteenth century are
not even approached. Grammar is no longer considered an
important part of language. Some teachers have not given
up on teaching reading by memorization of whole words only,
not on learning the intelligent use of the alphabet.
>Reportedly, many more are starting to de-emphasize physical education.
>Personally I've always been a nerd and not a jock, but this is
>nevertheless tragic and scandalous if true.
>I wish I had clipped the early discussion in which advocates of the MCAS
>assured everyone that "teaching to the test" would not happen.
The only real way out of this is to make all educational
certificates dependent on long (100 hours or so) comprehensive
tests, mostly open book and with computers allowed, which test
if the person knows how to use the facts and methods, not on
regurgitation. No multiple choice questions, and short answers
only when really appropriate.
--
This address is for information only. I do not claim that these views
are those of the Statistics Department or of Purdue University.
Herman Rubin, Dept. of Statistics, Purdue Univ., West Lafayette IN47907-1399
[EMAIL PROTECTED] Phone: (765)494-6054 FAX: (765)494-0558
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