I finally ran into someone who thinks, and oddly enough, in theory teaches fundamentally much the way I teach. I found this article just a few days ago in the Christian Science Monitor and I thought what a great way to show folks a concept, albeit, through the words and perceptions of a different educator and writer. Along the way I have contributed various and sundry points of emphasis; however for the larger whole credit and hat-tip to Walt Gardner.But first is an attempt to remind us both to stay on task with regards to my previous post and the answers to the basic four education questions--believe it or not, those four simple questions are the very cornerstone of societal management, growth, and survival.
Okay then...Many parents, students, and other teachers balk at the notion that someone would stoop to the notion of, (dare I say this?) "teaching to the test." If we listen quietly, we might be able to hear the sneering whispers of those whose understanding of this concept is very misguided and felonious at best. Yet, this kind of reaction is the result of a fundamental misunderstanding of both curriculum and instruction.
Okay then...Many parents, students, and other teachers balk at the notion that someone would stoop to the notion of, (dare I say this?) "teaching to the test." If we listen quietly, we might be able to hear the sneering whispers of those whose understanding of this concept is very misguided and felonious at best. Yet, this kind of reaction is the result of a fundamental misunderstanding of both curriculum and instruction.
"If we're being honest, teaching to the test is done by almost all other effective teachers. In fact, I did so – along with many other an effective educator way before teachers were evaluated on the basis of their students' ability to perform on the standardized tests that now constitute the sine qua non of accountability."
Why? Because it is eminently sound pedagogy.
There is a distinct difference between teaching to the broad body of skills and knowledge that a test represents (good), and teaching to the exact items that will appear on the standardized test (indefensible and illegal). Teaching students how to answer a particular set of items that appears on a test shortchanges them ethically and educationally. The confusing part arises when we fail to make that distinction.
Please continue reading ~This is a must read!~ Please click here X.
Please continue reading ~This is a must read!~ Please click here X.
2 comments:
Many thanks for your Tip of the Hat to my piece about teaching to the test that appeared in the Christian Science Monitor on Apr. 17. I hope it helps clarify this very much misunderstood concept. Your readers might also find another contrarian piece that I wrote for the Sacramento Bee of interest ("U.S needs to learn that college isn't for everyone," Apr. 11)). Walt Gardner
Dear Sir:
Thank you very, very much for noticing my brand new blog. Your article deserves far more than a "hat-tip" and I hope that my readers here as well as some of my linked sites.
The issue brought forth in your article "Teaching to the Test!" is one that is so overwhelming misunderstood in our country; therefore, having read it, I could not possibly let it go by without a 'good faith' attempt to spread it from your perspective.
Again, thank you very much for noticing my blog on Education, Immigration, and Pop Culture. CHEERS!
j.paul schilling, esq.
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