Re: boycott -- RESIST

[abril mackenzie <abrilmackenzie@HOTMAIL.COM>]

It isn't my esteemed science and we don't have to agree on everything.  THe
fact that A LOT of people misuse statistics, and don't understand
assessment, including those in the educational industry, doesn't dissuade me
from believing good tests can be created for certain tasks (non of them
"high-stakes" exams).  I'm not sure either of wants to be convinced by the
other however and I don't want to argue.


> From: Rick Parkany <rparkany@BORG.COM>
> Reply-To: Assessment Reform Network Mailing List <ARN-L@LISTS.CUA.EDU>
> To: ARN-L@LISTS.CUA.EDU
> Subject: Re: boycott -- RESIST
> Date: Wed, 29 Sep 1999 20:34:05 -0400
>
> Abril: in my preparation wrt systems (curriculum) measurement, I made
> myself
> aware of BOTH modalities of statistical use: (a) their calculus, (methods);
> and
> (b) their use and interpretation (ethics/morals). No problem, so far,
> right?
>
> Most of the discussion this list wrt statistics has to do w/the (b)
> dimension.
> And it is here that the abuse and ethical/moral rape of the learner and
> their
> curricula is taking place under the rubric of *industrialized efficiency*
> and
> the residua from Calvinistic morality passed along to us via Adam Smith,
> John
> Stuart Mills, and other Scotsmen for quite political and cultural
> rationales
> across only the last century or so.
>
> So, let's understand that (a) is a matter of machine calculus and checklist
> mentality for use, that's the *easy part*. Let's engage the discourse wrt
> (b),
> the interpretation of the ethical code underwriting such use. It is from
> looking
> at even the Second Edition of the Joint Standards (30 some-odd
> taxonomically
> listed by the APA), that cogent and provocative understandings need be
> had--not
> the euphemisms for ethical justification we see in most IRB complicities
> wrt the
> (ab)use of standardized instruments.
>
> Why, I have found that, despite pronouncements of the most mighty among us
> holding positions of great discernment in State & Fed Educational
> Institutions,
> that such instruments are, in fact, used to publish, school building and
> district-wide *report cards* and to conduct performance reviews of
> teachers,
> etc. What do you think about the fact that, for most *statistical* reasons,
> a
> small sampling of any given target population need be *measured* in order
> for
> reliable/valid inductions to be drawn? I mean, of course (and here's the
> rub,
> again), VALID inductions and conclusions, not politically correct ones.
>
> If you doubt me, visit the NYSDoEdn web site and review the litany of abuse
> over
> the past several years and see how your much esteemed *science* is
> pandering the
> the least among us...    ;-} rap.
>
> REF:
>
> http://www.nysed.gov/emsc/repcrd98.html
> http://www.nysed.gov/emsc/repcrd97.html
> http://www.nysed.gov/emsc/repcrd96.html
>
> ad nauseum...
>
> abril mackenzie wrote:
>
> > 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.
>
> ...SNIP...
>
> --
> "Dein Wachstum sei feste und lache vor Lust!
> Deines Herzens Trefflichkeit / hat dir selbst das Feld bereit',
> auf dem du bluehen musst." Peasant, 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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