Re: eliminate public education
- Subject: Re: eliminate public education
- From: George Cunningham <gkc@LOUISVILLE.EDU>
- Date: Wed, 6 Feb 2002 14:58:00 -0500
- Reply-to: Assessment Reform Network Mailing List <ARN-L@LISTS.CUA.EDU>
- Sender: Assessment Reform Network Mailing List <ARN-L@LISTS.CUA.EDU>
Got your point. Clever, the way you managed to squeeze in your 1500 on the
SAT. Next, are you going to tell us about your 150 on the Stanford-Binet.
How did you do on the WAIS-R? Surely, you were a Merit scholarship winner.
Lets hear about that, in addition to the stellar GRE scores that got you a
Your purpose, of course, was to make an academic point and has nothing to do
with letting us all know how high your scores are on all these tests.
I was asked to make a present a presentation about intelligence assessment
for the local chapter of the Menses society. It was an enjoyable evening, I
got a nice dinner, and the group was quick to laugh at my jokes. A pretty
bright group as you would expect. As I talked to them, one characteristic
seemed to jump out. They all had rather mundane jobs. There was a
waitress, driver for UPS, a Ford assembly line worker, etc. . It seemed
like they needed this organization to endorse their obvious high
intelligence. They did not appear to be in occupations where there natural
intelligence could manifest itself. Is this what is happening here? Ken,
George, and Victor do not need to tell us about their test scores to make us
think they are smart. Their messages do that. What a wonderfully erudite
summary Victor gave us about the history of anti-semiticism in Germany.
George K. Cunningham
University of Louisville
----- Original Message -----
From: "kber" <kber@EARTHLINK.NET>
Sent: Wednesday, February 06, 2002 5:59 AM
Subject: Re: eliminate public education
> George Cunningham wrote:
> > Ken,
> > I find it interesting how people who criticize standardized tests always
> > have to preface the discussion by proclaiming how well they, themselves
> > on such tests. If these tests are so awful, why do they go to such
> > to tell us what a wonderful reader, test taker, intelligent person they
> > Isn't this all meaningless if the test are no good?
> > George K. Cunningham
> > University of Louisville
> No, Goerge, you totally misinterpret. I point out that I don't view the
> scores as particularly meaningful, and include my hiugh scores to prove
> am not taking my position to justify my doing badly on same. Were I
> position I do, and had scored, asy, only 530 total on SATs instead of
> around1500, I could justifiably be accused for my position.
> I have previously noted my expereience of being able to raise the scores
> others significantly in short periods of time. That doesn't necessarily
> me an excellent teacher (although I think I am, for toher reasons, in my
> regular classroom), but merely illustrative of the fact of how easy it is
> prep for such tests, which to my mind challneges the validity of any
> being drawn from their scores.
> In answer to your final sentence, you are the one syaing the tests are "no
> good." The position of mosts of us on this baord is that overreliance
> them is distorted and leads to very inaccuarte conclusion (inferences)
> the pople who generated those scores. I am perfectly willing to use
> standardzied tests as one (very) small piece of information, but I
> consider them not of particularly wieghty value. Even were they reliable,
> which in my expereince of preparing people to(re-)take them, they are not,
> instrument can be highly reliable and yet still invlaid. For the purposes
> which many would such tests, I believe the inferences to be drawn are NOT
> valid. And I would make that statement about my onw test socres, even as
> also acknowledge that my uniserivty (Catholic) largley chose to give my my
> scholarship based on my GRE scores.
> Ken Bernstein
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