[Winona Online Democracy]
I second what Kathy is saying. My children attend Bluffview Montessori for
the same reason- being able to pursue what interests them at their own pace
truly promotes "lifelong love of learning". For instance, my seven year old
loves science- he is encouraged to spend time in class reading about
whatever scientific thing interests him, and then write a report about it,
and draw an illustration. This combines writing, reading, art, and science
and is led by the student.
At the same time it is important to point out that as a charter school
Bluffview has to take the same standardized tests as 861, AND they have to
have a very high percentage pass or they can lose their charter. I know
those teachers don't enjoy teaching to the test either.
Cherisa Templeton
>From: "Kathy Seifert" <[EMAIL PROTECTED]>
>To: [EMAIL PROTECTED]
>Subject: Re: [Winona] Re: Standardized Tests
>Date: Sat, 24 Feb 2001 15:44:32 -0600
>
>[Winona Online Democracy]
>
>
>I totally agree with what Craig is saying here. It seems it is always
>those at either end of the bell curve who suffer--those at the low end from
>hopelessness and at the high end from boredom--when the teaching is geared
>toward the average. This is why my children attend Bluffview Montessori
>where individual differences are "the norm."
>
>It seems that teaching to a test might have some benefits for those at the
>low end (e.g., the studies cited by Dr. Flynn which support that some low
>income and minority students seem to increase reading and math skills as a
>result of increased teacher expectations or efforts)
>
>It horrifies me to think that bright students' enthusiasm for learning
>could be lost as a consequence of teaching to these tests. I hope we can
>find some answers for our children in 861.
>
>Kathy Seifert
>
>From: "Craig Brooks" <[EMAIL PROTECTED]>
>To: "onlinedemocracy" <[EMAIL PROTECTED]>
>Subject: Re: [Winona] Re: Standardized Tests
>Date: Fri, 23 Feb 2001 06:59:35 -0600
>
>[Winona Online Democracy]
>
>This is how the MMPI Personality Test was originally validated -- on
>college sophomores - and look at how normal they are as a comparison
>group. Understanding what normal means to testing and how the bell
>curve drives the process is essential. When my oldest kids were in
>grade school in the center city of St. Paul in the '70's, the school
>program and expectations were driven toward the average. When we
>moved to Winona that average was much different. A school must try to
>focus on the individual. If it did, my children would not have seen
>the great difference between the two elementary schools. The teachers
>were equally trained. The buildings were in about the same shape.
>The average level of the students was different. The programming was
>driven to the average - even though the range of individual student
>levels was the same. If the programming can be aimed at the
>individual, we can benefit all rather than just those who sit atop
>that ever changing bell curve.
>
>Craig
>
><(���)>
>
>
>----- Original Message -----
>From: "Jim Holron" <[EMAIL PROTECTED]>
>To: <[EMAIL PROTECTED]>
>Sent: Thursday, February 22, 2001 8:44 AM
>Subject: [Winona] Re: Standardized Tests
>
>
> > [Winona Online Democracy]
> >
> > > I agree with Paul Olberding and his illustrations are good. My
> > > point is, why don't we make sure the tests that are given are
> > > actually measuring what we want them to measure?
> >
> > This is called validity. What is the validity of current tests?
> > I don't know. How are current tests validated? I don't know.
> > Are current tests validated? I sure hope so. A typical approach
> > is:
> >
> > 1. Pick a group of people considered competent in the subject you
> > are validating.
> > 2. Have these people take the test
> > 3. Look at how well these people performed on the test.
> >
>
>
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