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Testing to Destruction

Okay, I'm in management. I understand the diktat that if it can't be measured, it can't be improved (because, duh, you can't measure improvement if you can't measure at all).

But … kids are not cogs. Children are not business processes.  Not only are basic measurement techniques (standardized tests) sometimes inappropriate, but the very concept that all kids learn at the same rate, with the same techniques, in the same way makes sense only in the sheltered climes of academia (in some corners) and Congress.  

Any parent who's paying attention to each of their kids (and their friends) knows quite differently, and understand that the earlier you get in life, the less "standard" anyone is.  And while I understand the eventual need for measures, it's not a principle of human nature that actually goes away over the years.

I mean, my wife and I are both adults, we're both pretty darned intelligent, we're both highly educated (she has a more advanced degree than I do, in fact) — but a standardized test of what we each know or are qualified to talk about or are fully educated in would reap wildly different results in different areas, and the very modality of such a test would bring forth very different answers.

So, yes, I understand wanting to hold schools and teachers accountable, to a reasonable degree, for their success in educating kids. But I think I'm not being too wooly-headed a liberal in thinking that forcing Kindergartners to fill in bubbles perfectly and ignore their fellow students like good test-taking drones might be taking things a wee bit too far …

(h/t +George Wiman)

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It’s Never Too Early to Teach Kids to Hate Learning
New York’s high-stakes testing regime has now metastasized to kindergarten. Really (boldface mine): Because of a tough new curriculum and teacher evaluations, 4- and 5-year-olds are learning how to…

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