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Standardized testing

This tag is associated with 21 posts

On exemplary work

I’ve been paying close attention to the comments Kirsten, Sabrina, and others have shared about the gendering of teaching. When I read them, I think of videos like this one: The administrator is the strongman. The teachers are silent in the presence of the administrator. The students prop up the adults’ work. I am struck … Continue reading

The future of big box schooling

I recently posted my thoughts on Schooling the World, an important film that takes a look at the value of bringing Western-style education to sustainable indigenous cultures and beyond. I personally — and as I mentioned in my post, it seems Sir Ken Robinson too — believe the film raises many important questions which are … Continue reading

“Race to Nowhere:” An Educational Horror Movie

[Admin note: Trevor Przyuski is my instructional coach and a critical friend from our days back on our division’s strategic planning committee. I find his writing to be compelling so I secured his permission to cross-post this review of Race to Nowhere from his blog, Trevor in Mid-Stream. I also write with Trevor on Hamsterdam … Continue reading

Undoing the Damage of High-Stakes Testing

In the song, Tis of Thee, Ani DiFranco sings, “We’ll never live long enough to undo everything they’ve done to you,” and I believe this is the mantra we should associate with high-stakes testing. Standardized tests have plagued our education system since the 1920s and associated with the results of these tests are decisions that … Continue reading

Challenging Authority

As part of the great conversation that followed Paula’s Joy in Standardized Tests? post I put forth an idea of developing a new system of education. That idea deserves a post unto itself, for now I want to isolate a singular idea. In our current system of educations students are the subject of multiple layers … Continue reading

Moral Assessment and Compromise

High stakes testing is a broken system. It is an industry, not an education. It’s a sorting mechanism, not a driver of equity. It discourages differentiation. It discourages student and teacher discretion in learning. It perpetuates low-level learning with crude pass/fail punishment and reward systems. It’s inauthentic. We didn’t start with a blank slate, design … Continue reading

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