Renato Ganoza/Flickr In this era of global competition, test scores are used as the primary benchmark to call out which countries will produce "s
If you haven't tuned into Yong Zhao yet, here's a taste of his "other point of view regarding standardized educational assessment structures.
FROM THE ARTICLE...
"Similarly, in his analysis of the Program for International Student Assessment (PISA), a test that analyzes how countries score in reading, math and science, Zhao found a negative correlation between attitude and attainment. In other words, the countries with lower scores had students who reported higher interest in the subjects. Zhao analyzed media stories from high scoring countries like Korea and Japan, where students don’t show enough confidence or enthusiasm for subjects in which they excel."
Though both Zhao and Sir Kenneth Robinson are both well known within the progressive educational reform community, I'm concerned that they may be significantly under represented in the main stream media that seems to spend much more time and ink on assuming, and therefore endorsing the idea, that standardized testing tells the story without a significant margin of error.
Don't think that there's a possibility that reading assessment is potentially capable of turning kids off to reading while at the same time, providing them with an incentive to become proficient cheaters?
Watch this: http://www.youtube.com/watch?v=gokm9RUr4ME
Don't think that if we inadvertently are "also teaching" the value of cheating that we need not worry about those students might also become adults who take that attitude to their workplaces and businesses?
I often pause and wonder how well Ken Lay, Bernie Madoff, and National Superintendent of the year in 2009, former Atlantic Public Schools Superintendent Beverly Hall did on the standardized tests they took along the way towards their various careers.
Perhaps it is time to measure not merely what tools they have or can appear to have in their intellectual toolboxes, but also what they might build with those tools.
And of course, that's a foolish notion since what they might build with those tools would be impossible to test.
But, taking the simplistic "if-we-don't-have-a-panacea- approach-to -important-issues-then-making-no-change-to-the-status quo-is-acceptable" response would be equivalent to suggesting that Mother Teresa had wasted her time attempting to end hunger, or that attempting to address other issues such as gun violence and health care can't be addressed so the status quo is good enough.
Perhaps those of us who do care about accountability in a quality education system, but who have reservations about the existing system's margin of error, might accept a bit more responsbility for helping the media and the masses recognize that the situation IS important enough to invest more time and energy in informing and becoming informed about how we might reduce the margin of error in our assessment structures while also avoiding the misdirection regarding the value placed upon what it is that we're actually attempting to assess. by those whose educations we all care about.