Re: boycott -- RESIST

[Judi Hirsch <judih@OUSD.K12.CA.US>]

Hi Abril,
    I think there's an additional problem that you didn't mention--that
assessment courses usually teach about static asessment, when the place
where we get to see real growth only comes with dynamic assessment. (In case
I'm being obtuse, what I mean is using a Vygotskian approach, seeign how
much a child can do with a little assistance, because aftr all, that is how
we really learn, with a little support, encouragement and interaction.
    Judi
----- Original Message -----
From: abril mackenzie <abrilmackenzie@HOTMAIL.COM>
To: <ARN-L@LISTS.CUA.EDU>
Sent: Tuesday, September 28, 1999 8:18 PM
Subject: Re: boycott -- RESIST


> You are quoting me, not Joan.  I was responding to what Joan wrote.  I
> respectfully disagree.  I'm sorry you didn't have a more useful statistics
> and assessment courses.  I agree that learning how to observe is probably
> more useful than much of teacher curriculum.  I still believe test design
is
> part of assessment, and can be a useful tool when done properly and used
> properly.  Most of us have taken one statistics course - generally a
> bruising experience.  That's not the same as learning about testing and
> assessment, but I believe that learning how to test and assess well
requires
> some understanding statistics.  I wish statistics was taught better, or
was
> easier for most of us, and that assessment was taught mroe.  Poor
teaching,
> or poor course requirements, does not negate the value of understanding
> statistics and assessment (not the same but some overlap) done well and
> properly.  Learning about standard deviations is a minimal part of
learning
> about testing and assessments and I've never suggested that that is the
> knowledge needed.  I agree that learning to observe is invaluable and not
> stressed enough - but it is not sufficient in my opinion.
>
>
> >From: Nancy Patterson <patter@VOYAGER.NET>
> >Reply-To: Assessment Reform Network Mailing List <ARN-L@LISTS.CUA.EDU>
> >To: ARN-L@LISTS.CUA.EDU
> >Subject: Re: boycott -- RESIST
> >Date: Tue, 28 Sep 1999 17:49:18 -0400
> >
> >Joan writes:
> >
> > >It does make sense to require teachers
> > >to take more statistics and assessment (not just testing) courses.  But
> >to
> > >suggest that teachers are better at designing tests than those who
study
> >the
> > >area of assessment is to operate in ignorance.
> >
> >The issue isn't test design but assessment.  I am very good at
assessment.
> >But that assessment seldom includes a test.  Most teachers with masters
> >degrees have taken at least one statistics class.  I can tell you that my
> >stats class did absolutely nothing to help me prepare good classroom
> >assessment pieces.  In fact I deeply resent the fact that I had to take
the
> >course.  My dissertation is all case study research.
> >
> >If anything, teachers need to know more about case study research and how
> >to
> >be good observers of students. They need to know what to look for as
> >students perform classroom tasks.  They need to understand that good
> >writing
> >usually reflects good thinking and that they can learn a great deal by
> >asking students to explain the processes they used to get to a certain
> >goal.
> >Teachers do not need to know more about standard deviations, etc.
> >
> >Nancy
> >
> >
> >Nancy G. Patterson
> >Portland Middle School, English Dept. Chair
> >Portland, Michigan
> >
> >"To educate as the practice of freedom is a way of teaching that anyone
can
> >learn."  bell hooks
> >
> >patter@voyager.net
> ><http://www.msu.edu/user/patter90/opening.htm>
> ><http://www.msu.edu/user/patter90/writers.htm>
> >
>
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