Quote of the Day

Share on facebook
Share on twitter
Share on linkedin
Share on pinterest
Share on facebook
Share on twitter

[T]eaching to the test is not necessarily a bad thing if the content on the test is a representative sample of the broad array of skills and competencies it is intended to measure.

Aaron Pallas, Professor of Sociology and Education at Teachers College, Columbia University.

Share on facebook
Facebook
Share on twitter
Twitter
Share on linkedin
LinkedIn
Share on pinterest
Pinterest

1 Comment

  • An Educational Enthusiast, March 17, 2011 @ 12:42 pm Reply

    Nothing new to see here. It's been said for how long…if there's a good test, what's wrong with teaching to it…there's the problem. Show us a good test…one that the results don't have to be adjusted every year for a predetermined outcome. One that is both objective and with results that will help guide instruction…oops that's a problem when curriculum is rewritten often meaning what is taught changes so frequently the tests will need to be modified…follow the money trail…who profits from this continual change? Oh, the students. The reality may be this…if one learns to read, and does it for long periods of time, and reflects on the reading with plenty of writing and discussion with others they will likely be equipped for life regardless of the governmental required tests. I'll let someone else share their thoughts on math…beyond addition, subtraction, multiplication, division, and family finance.

Leave a Reply

Your email address will not be published.