---- Robert Knodt writes in response to
the message at http://www.remarq.com
The Internet's Discussion Network (SEE BELOW)
-------
Re: adjusting marks; W. Edwards
Deming
It would be nice if those sending
to the mailing list would clearly identify themselves. It would also be nice if
they used an e-mail address so individuals might send them e-mail directly.
Thanks,
Thanks,
Dr. Robert C. Knodt
4949 Samish Way, #31
4949 Samish Way, #31
Bellingham, WA 98226
[EMAIL PROTECTED]
[EMAIL PROTECTED]
---------------- End of
Robert Knodt's message
---------------- Beginning of Joe Ward's comment
--
Good comment, Robert --
Perhaps the unidentified writer is
a frustrated product of "Non-mastery" Spelling Education
and is intentionally (or unintentionally) showing
the results.
See BOLD items below.
--
Joe
************************************************************************
* Joe Ward Health Careers High School *
* 167 East Arrowhead Dr 4646 Hamilton Wolfe *
* San Antonio, TX 78228-2402 San Antonio, TX 78229 *
* Phone: 210-433-6575 Phone: 210-617-5400 *
* Fax: 210-433-2828 Fax: 210-617-5423 *
* [EMAIL PROTECTED] *
* http://www.ijoa.org/joeward/wardindex.html *
************************************************************************
* Joe Ward Health Careers High School *
* 167 East Arrowhead Dr 4646 Hamilton Wolfe *
* San Antonio, TX 78228-2402 San Antonio, TX 78229 *
* Phone: 210-433-6575 Phone: 210-617-5400 *
* Fax: 210-433-2828 Fax: 210-617-5423 *
* [EMAIL PROTECTED] *
* http://www.ijoa.org/joeward/wardindex.html *
************************************************************************
----- End of Joe Ward's comment
------
----- Original Message -----
From: Consultantssuck <[EMAIL PROTECTED]>
To: <[EMAIL PROTECTED]>
Sent: Monday, February 07, 2000 5:12
PM
Subject: Re: adjusting marks; W. Edwards
Deming
| misinformed of the genius of the master Dr. Shewhart, and his
| disiple and messenger to the latter half of the 20th century,
| Dr. Deming.
|
| Humans want to do a good job. Dr. Deming was pellucid on this
| point. People and school fit nicely into this axiom.
|
| what you fail to understand is the profound knowledge of
| thinking preparing, and continual improvement. Grading is nice,
| succinct, and above all, usually useless in its existing
| design. Does grading permit our student to readdress problem or
| slow areas? In many cases grading only shows how well you did,
| based on varying factors-The next test, completely different.
|
| we have all seen studies where the pretty girl is awarded better
| grades for the same caliber of work as others. we have all
| seen reports where teachers are wrong in their suppositions,
| then corrected or challenged by students, ultimately leading
| these educators to hold a grudge for "attitude and behavior"
| when report card time recurs.
|
| Do you want to know why the AFT and the NEA are against teaching
| LOGIC in elementary schools (Logic being the foundation for all
| higher math applications)?
|
| Could it be because some protege will learn to ask the harder
| questions? Possibly Some "smart alec" will not accept our
| educator's "Because I told you it did."
|
| A recent report found Elementary educators, when pressed for
| answers they did not know, simply "winged it." This sophristry
| unfortunately happens when our educators are not versed in the
| sciences, history or math, and they wish to appear (to
| themselves and) to their students, smart.
|
| People want to do a good job. Grading allows teachers to make
| decisions in our children's early years based on mostly the
| faliable educator's emotions toward that one particular budding
| mind. Grading should be benchmarks for ever improvement based
| on practice, practice practice of the fundementals. Then of
| course moving foward with a keen sence of where the student is
| going. Any good music teacher will tell you the ones who
| practice the fundemental scales, dilegently, go on to master the
| difficult pieces.
|
| Read the book OUT OF CRISES again, and again. I assure you, you
| will soon "get it."
|
|
|
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|
|
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