Re: Richard Hake

[Rick Parkany <rparkany@BORG.COM>]

WELL, Alan...read his own words I shared dw/you, today, and let me know the source of the
obvious dissonance between what you CITE and what he (politically) champions, if you
will... ;-} rap.

Allen Flanigan wrote:
>
> I know of Dr. Richard Hake through the FCI (force concept inventory), an
> assessment which seems to come pretty darn close to what we have tortuously
> defined as a "true" criterion-referenced test in past discussions on ARN.
>
> In a nutshell, using FCI and another "problem solving" diagnostic assessment
> which are believed to do a reliable job of plumbing students grasp of
> newtonian mechanics concepts (not factoids), Hake and others have found that
> "traditional, passive student introductory physics courses (noninteractive
> lectures, for example), even those delivered by the most talented and
> popular instructors, imparted little conceptual understanding of Newtonian
> mechanics."  They found that teaching approaches "designed at least in part
> to promote conceptual understanding through interactive engagement of
> students in heads-on (always) and hand-on (usually) activities which yield
> immediate feedback through discussion with peers and/or instructors"
> produced substantially improved results on the FCI and the diagnostic
> assessment.
>
> (see links below or just type in "Hake" and "force concept inventory" in a
> search engine)
>
> I would be somewhat surprised if Hake was actually supportive of the current
> NCLB legislation, because it is pegged to such inferior assessments, and is
> expected to bias instruction towards more traditional learning approaches,
> which his research has indicated do little to increase real learning (i.e.
> being able to solve problems in newtonian mechanics).
>
> Incidentally, some months ago I cited Hake's work in response to a post by
> one Wayne Bishop of California, who insisted repeatedly to anyone who would
> listen on the Ednews bulletin board that Stanford 9 test results proved that
> traditional learning approaches were superior to progressive approaches to
> learning in science.  Never got a straight response from him (he may be
> lurking here on ARN, for all I know.  Wayne, care to respond this time?)
>
> Victor probably knows of Wayne Bishop, don't you, Victor?
>
> http://www.physics.indiana.edu/~sdi/ajpv3i.pdf
>
> http://physics.indiana.edu/~hake/HakeOnEhrlich-2.pdf
>
> Allen Flanigan
>
> parent and amateur physicist
>
> ----- Original Message -----
> From: "Rick Parkany" <rparkany@BORG.COM>
> To: <ARN-L@LISTS.CUA.EDU>
> Sent: Tuesday, November 19, 2002 8:49 AM
> Subject: [Fwd: Re: Does It Work?]
>
> > FYI, ARNers wrt to me EMERGENCY POST of yesterday regarding this Dr.
> Hake's call for
> > *scientific* research...
> >
> > -------- Original Message --------
> > Subject: Re: Does It Work?
> > Date: Tue, 19 Nov 2002 08:48:36 -0500
> > From: Rick Parkany <rparkany@BORG.COM>
> > Reply-To: American Evaluation Association Discussion List
> > <EVALTALK@BAMA.UA.EDU>
> > Organization: Prometheus Educational Services
> > To: EVALTALK@BAMA.UA.EDU
> > References: <p05010402b9fecf7519d2@[209.179.244.16]>
> >
> > ThanQ, Dr. Hake, or anyone else subscribing to his enthusiasm for the
> Federal Legislation
> > enabling testing of 100% of all PUBLICly schooled pupils (not the private,
> parochial,
> > charter, NOR home-schooled, BTW--a rich source of CONTROL GROUPS INDEED!
> No?) for setting
> > off the adjective, *scientific*, while noting the call for *research* from
> the NCLB Title
> > I *call for research*.
> >
> > As you must know, NOTHING is added to the word *research* by describing it
> as *scientific*
> > other than a cynical cant that alludes to the notion that SOME research is
> politically
> > acceptable, and some is not. Otherwise, what in the world is gained in
> this community by
> > calling for one type of research rather than another unless there is a
> bias aforerthought
> > in the call and solicitation?
> >
> > While we're on the subject, because I consider you to be an expert on
> *quasi-designs,
> > experimental* (pre-post, gain score research), tell me, please:
> >
> > (a) what are your opinions concerning the fact that IF we are concerned
> w/evaluating
> > programs in education, why are we *sampling* 100% of the population, when
> the hallmark of
> > the framework you advocate only calls for a small sampling of the total
> population for
> > reliablity in the analysis; and
> >
> > (b) what do you think concerning the ASA (amStatisticalAssoc), APA
> (AmPsychAssoc), AERA,
> > NCTE, ATE & AEA ethical statements concerning high-stakes (or any other)
> testing
> > concerning the confounding of tests and analyses used for purposes other
> than those
> > intended by design (in this case, we are using tests to measure individual
> achievement as
> > well as staff, building, distrinct, state, and national benchmarks and
> measures of
> > performance, see note below from the AERA, a site presently NOT listed on
> the USDoEdn
> > site)?
> >
> > I patiently and eagerly await your reply and DO appreciate your input,
> though it is
> > provocative to my better understanding of the issues!   ;-} rap.
> >
> > REFs:
> > >From the AERA position paper:
> > http://www.aera.net/about/policy/stakes.htm
> > Validation for Each Separate Intended Use
> >
> > Tests valid for one use may be invalid for another. Each separate use of a
> high-stakes
> > test, for individual certification, for school evaluation, for curricular
> improvement, for
> > increasing student motivation, or for other uses requires a separate
> evaluation of the
> > strengths and limitations of both the testing program and the test itself.
> >
> > Full Disclosure of Likely Negative Consequences of High-Stakes Testing
> Programs
> > Where credible scientific evidence suggests that a given type of testing
> program is likely
> > to have negative side effects, test developers and users should make a
> serious effort to
> > explain these possible effects to policy makers.
> >
> > American Evaluation Association Position Statement on HIGH STAKES TESTING
> In PreK-12
> > Education:
> > http://www.eval.org/hst3.htm
> >
> > Links to Testing Standards, Ethics, & Professional Position Papers:
> >
> http://www.borg.com/~rparkany/Standards/HOPE/EthicalStandardsInEvaluationAnd
> Testing.html
> >
> > Richard Hake wrote:
> > >
> >
> > ...SNIP...
> > > It has occurred to me that some subscribers might know of
> > > "scientific" research studies that should be considered for inclusion
> > > in the "What Works Clearing House." If so, the first step might be to
> > > contact the American Institutes for Research (AIR) at
> > > <http://www.air-dc.org/contact_us/contact_us-set.htm>.
> > >
> > > Richard Hake, Emeritus Professor of Physics, Indiana University
> > > 24245 Hatteras Street, Woodland Hills, CA 91367
> > > <rrhake@earthlink.net>
> > > <http://www.physics.indiana.edu/~hake>
> > > <http://www.physics.indiana.edu/~sdi>
> >
> > --
> > "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
> > http://www.borg.com/~rparkany/
> > Upper Hudson & Mohawk Valleys; New York State, USA
> >
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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
http://www.borg.com/~rparkany/
Upper Hudson & Mohawk Valleys; New York State, USA

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