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Re: WASL isn't going away?

But, WHAT it, the WASL, and its ilk MEANS, HOW it is used/designed/administered is all *up for grabs*.


Isn't THIS, precisely the next phase in our agenda, resisting HST? to *recapture* the testing agenda? and ethically & professionally administer appropriate
*assessment*, *EVALUATION*, and *oversight* (three DISTINCT aspects of curricula)

I'm glad Juanita is in the ring out there in the NorthWest RainForest--hoppin' & hopin' to grab the agenda at the State level that will, by *devolution*,
down-size this *one-size frets all*, HST agenda into what it was and ought be: but ONE assessment, and a mere device, a thumbnail measurement of a
slice-'o-life used in an overall determination of success/failure of THE SYSTEM to respond to the individual needs of its clients, our children and families
supporting them.

We will not do away w/testing, this is the *Less-than-Full Monty* of the FairTest persuasion: Put the genie back in the bottle...I say sh*tcan the bottle
and OFF the genie. Cooler heads, like Juanita's will prevail, in the end, though...

IF the SEDs have institutionally prostituted themselves and the public education mission...WHO are the *pimps*?

Did anyone expect entrepreneurship principles to hold curbside any better in halls of the state capitols than here, DownTown, USA, curbside? there to be no
hustlers & profiteers raking off most of the *procedes* in the name of *auxiliary educational private services*? especially w/all THAT mandated spending of
precious tax-based and funded educational revenues & other loose, walkin'-around public ca$h flyin' about in an ethically *unregulated*, yet corporate-state
mandated, de-facto national-socialist educational accountability, performance assessment...the likes of which were only recently eclipsed by the Bathists in
the middle-East and more remotely by retentive, scrivening shysters and other Fascists prevalently governing throughout Europe from 1927 - 1989, and, yet,
to the present...

...and as we see, from another perspective, in the current cowboy climate, wild-Middle Eastern, *frontier* days of Iraq, where *market forces* rule and
offer various *outlets* for freedom, liberty, and other marketable commodities *up-for-grabs* of another sort to the craftiest huckster, the most seductive
trollops, and the most demanding of the occasional customer... ;-} rap.

Art Burke wrote:

> No, WASL isn't going away. Not anytime soon, anyway. Art
> >>> Jedoyon@aol.com 05/13/03 08:58AM >>>
> <A
> HREF="http://news.bellinghamherald.com/stories/20030503/Opinion/139213.shtml";>http://news.bellinghamherald.com/stories/20030503/Opinion/139213.shtml</A>
> We can make WASL work for us
> STANDARDIZED TESTS: Measuring student competence is a worthwhile goal.
> Guess what? The WASL isn't going away. The Washington Assessment of
> Student
> Learning is going to become more important, not less, when passing it
> becomes
> a requirement for graduation.
> Nobody claims the WASL or any one measure is the end-all, be-all
> assessment
> of a student's abilities. Look at the college admissions process: test
> scores; grades, extracurricular involvement and personal essays are all
> considered when trying to decide who should be admitted.
> What the WASL does is give some basic reflection of student performance
> and a
> general idea of whether it is improving or declining in core areas like
> reading, listening and math. It can help schools evaluate their methods
> and
> performance levels.
> When students opt out of the test, they receive a zero and are making
> the
> results a less-accurate snapshot of the school. When students simply
> don't
> answer questions, they are not truly showing their accomplishments and
> challenges. Last year, 10th-graders statewide left blank more than 22
> percent
> of the open-ended math questions. Sophomores were also three to four
> times as
> likely as younger students to skip questions on the reading and writing
> tests. That benefits nobody.
> There comes a point when, regardless how you feel about a standardized
> test,
> working within the system for change is more productive. Students have
> been
> complaining about bias in the SAT for years, and have succeeded in
> winning
> some attention to their concerns, but the SAT is still here. Do
> standardized
> tests accurately measure whether an individual student is learning
> exactly
> what he or she should? Probably not. But do they give a basis for
> overall
> comparison that could improve education? Yes.
> For example, the Bellingham School District is considering how to
> revamp its
> math curriculum. Students now get algebra as freshmen and geometry as
> sophomores, but some might not have enough geometry skills for the math
> portion of the WASL. So the district is considering ways to integrate
> all
> areas of math each year, teaching more difficult concepts as students
> progress. That could be called teaching to the test. It could also be
> called
> improving the way math is taught.
> Western Washington University mathematics Professor Jerry Johnson, who
> works
> with schools to help improve math instruction, likes the idea and
> believes it
> appeals to "a wider range of learners." Teachers also think the change
> might
> encourage students to take more difficult math classes as well as
> decrease
> the amount of classroom time devoted to reviewing skills taught the
> previous
> year. It's tough to find a negative there.
> The school district might well have made this change without the WASL
> as the
> driver, but in this case, the test was the impetus for looking for ways
> to
> improve both scores and learning.
> -----------------------------------------------
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> ------------------------------------------------
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"Dein Wachstum sei feste und lache vor Lust!
Deines Herzens Trefflichkeit
Hat dir selbst das Feld bereit',
Auf dem du bluehen musst." JS Bach: Bauern Kantata
Richard A. Parkany: SUNY@Albany
Prometheus Educational Services
Upper Hudson & Mohawk Valleys; New York State, USA