content is variable
*Standardized tests on content are no longer viable. Not only no longer viable, but often times inhibitive. For whatever reasons, more and more universities no longer require them for admission , will no longer accept AP as credit. Entire high schools are boycotting standardized tests. Perhaps it’s the overwhelming evidence of the destruction standardization has brought upon the human spirit. Yong Zhao has been researching one such standardized test, the PISA (Programme for International Student Assessment), the test we use to compare countries. Yong has found that students who score high on math, on the PISA, score low in creativity, entrepreneurialship, and happiness.
As hard as it might be to believe, perhaps the near future will be more about a non-linear portfolio and credentialing via community. Standardizing, while crimping out style, is also crimping the style of the places we are trying to get into, with those test scores. As a society, we have figured out how to do well on standardized tests. We’ve learned to cheat as a means of survival, we’ve learned to memorize as a means of getting by. We’ve gotten really good at it. But is that the it we want to be?
Eric Mazur shares his research/insight on AP testing, how he’d rather students came with a hunger, and a sense about, what you do when you don’t know what to do, ie: how you learn, than a 5 on an AP Physics test. In his research, students coming into Harvard with a 5 aren’t doing as well as kids who haven’t taken the AP test/course. Perhaps, evidence that we have gotten good at scoring high on tests. Perhaps, evidence that that isn’t the point.
process is fixed
The web allows for personalization,
which provides the optimal learning space,
making personal learning networks a viable standard for public education.
We need to remove the old means of assessing a student, a teacher, a school, a district, ……
[note that tests as we know them are generally trashed after the fact... they are noun. 21st cent assessment needs to be verb... or we're assessing the wrong thing. assessment from latin means - to sit beside.]
Now that we’ve built an industrial solution for teaching in bulk, we’ve seduced ourselves into believing that the only thing that can be taught is the way to get high SAT scores. We shouldn’t be buying
For more insight.. Nikhil Goyal’s One Size Does Not Fit All is a high recommend.
We need to start asking if the way we have always done things, (you get this job if you have this paper of proof), is still our optimal strategy. aka – maybe we’re wrong. Yong Zhao has much to say on the potential of our wrongness on standardized testing.
We’re imagining/prototyping/crafting a non-linear portfolio as perhaps as an alternative to standardized testing..
a self-assessment, done everyday. Where the focus is on living, the evidences are just a hidden/transparent trail.
on opting out:
links on moneys and tests:
It is as true now as it was then that no matter what tests show, very little of what is taught in school is learned, very little of what is learned is remembered, and very little of what is remembered is used. The things we learn, remember, and use are the things we seek out or meet in the daily, serious, nonschool parts of our lives.” John Holt
We should get rid of the SAT as fast as we can. Look, there are bigger problems in society. This is not the biggest problem we have. But it’s so easy to get rid of it. Right? Just pull the plug.
- John Katzman founder of The Princeton Review,1981, initially teaching SAT preparation to high-school students in New York City.
coming soon via Nikhil: