Social discussion of CS in K-12

[Robert Stake <stake AT illinois.edu>]

George and ...

The members of the examining committee could be asked their assessments;  something good might come of that.
The written record that is now kept for the examination is on a rubric that is, in my opinion, too simplistic. 
It might help for one decision but not others.  I think the examiners would need to know what decision they are helping with.

The Urban Academy students are finishing their high school studies in multiple areas, sometimes as juniors.  The rubric doesn't keep any record of research question or what the student presented or what the situtation is for the student. 

One decision is whether or not the student needs more study in that area .  Or it could be their readiness for further pre-college study.  Or to provide suggestions for that study.  Or what institutions to apply to for further study. Or whether or not they should be admitted to college or other further education.   Or the decisions could pertain to how to modify the examination process.

I agree, Charles, that  parents and the rest of us are opposed to throwing their seeds away.   Many  do support some formative assessment, and  are not happy if the teacher has no interest in summative assessment.  But as to formal assessment systems, as you say, we have found precious few formative or summative decisions (about the children) that are now being helpfully facilitated by the assessments.

I too vote for IEPs but I think they can be overly formalized and overly constraining.

Joel Spring long ago wrote a relevant book, The Sorting Machine, about how the singular national education policy was/is to sort the children.

Bob




On 4/4/16, 12:53 PM, Reese, George Clifford wrote: Uprising against high-sakes testing

Hi Bob,

You always help me think differently. I’m so grateful for that.

Why can’t the assessments of the NY Consortium be counted on to make decisions? I thought the assessments were not even represented by scores, but rather,  by artifacts.

 

I’m with you on virtues of the distracting from “inauthentic assessment”.

 

George

 

From: Stake, Robert E
Sent: Sunday, April 03, 2016 12:43 PM
To: Reese, George Clifford
Cc: ctrl-shift AT lists.mste.illinois.edu
Subject: Re: [Ctrl-Shift] FW: [IMTE] Uprising against high-sakes testing

 

Thanks for sharing the listen, George.
As you know, I helped the NY Consortium create their "authentic assessment."
Which deserves the accolades-----------because it distracts people from inauthentic assessment,
not because it reveals what a student has learned.
Its operation gives students a more realistic idea of how they can express their achievement,
but its scores can't be counted on to make decisions about their education.
But the distraction is precious,
Just as we can seldom tell children precisely what to do,
We can help them think through their choices.
And mainly we can love them.   Bob




On 4/3/16, 10:44 AM, Reese, George Clifford wrote:

My Sunday morning listen. It’s an exhortation piece, but has some history and provides some ideas.

 

How the MAP died in Seattle and the birth of the Opt-Out movement.

The hypothermia illustration at 10:30 is one that I’m going to steal.

 

Often that’s the end, and people don’t discuss what comes after the tests.

At 14 minutes in, Hagopain discusses the authentic assessments.

Garfield started a partnership with the NY Consortium for Performance Assessment.

 

George

 

 

From: imte-bounces AT lists.mste.illinois.edu [mailto:imte-bounces AT lists.mste.illinois.edu] On Behalf Of Jerry Becker
Sent: Thursday, March 31, 2016 6:31 PM
To: JERRY-P-BECKER-USA-L AT LISTSERV.SIU.EDU
Subject: [IMTE] Uprising against high-sakes testing

 

********************************

From I AM AN EDUCAGTOR blog, Monday, March 28, 2016. See http://iamaneducator.com/2016/03/28/more-than-a-score-tedx-talk-jesse-hagopian-on-the-uprising-against-high-stakes-testing-and-for-a-meaningful-education/

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"More Than a Score" TEDx Talk: Jesse Hagopian on the uprising against high-stakes testing and for a meaningful education

By Jesse Hagopian

 

I recently gave this talk [ https://www.youtube.com/watch?v=gL64chNiuJQ&app=desktop ] titled, "More Than a Score," for the TEDx  Rainer event at Seattle's McCaw Hall theater.  In this talk I advocate for the great uprising against reducing our children to a test score and I make an argument to opt in to authentic assessments-not only because it will better engage students, but also because the future of our society and planet depend on it.

Jesse Hagopian is a high school history teacher and associate editor for Rethinking Schools magazine.  Jesse is the editor of, More Than a Score: The New Uprising Against High-Stakes Testing.  Follow him on his blog, IAmAnEducator.com or on twitter, @jessedhagopian

 

*********************************

-- 

Jerry P. Becker
Department of Curriculum & Instruction
College of Education and Human Services
Southern Illinois University Carbondale
625 Wham Drive  /  MC 4610
Carbondale, Illinois  62901

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