CEARRIS BLOG

Jejak Panda Selamat Membaca Di Blog Kesayangan Anda bandarq Once again, the Journal Inquirer ’s Chris Powell is way off the mark in his excoriation of teachers—and of the state of education in Connecticut in general.   Now, there’s a lot to address in Powell’s recent editorial—attacks on the CEA, a defense of standardized testing, and the use of decontextualized NAEP data, just to name a few.   But for now, I want to address the issue of social promotion because it is such a frequent straw man of Powell’s. According to Powell, social promotion is Connecticut’s unacknowledged “system,” the result of which is that a high school diploma in Connecticut “sets students on a path only to remedial English … at the state’s public universities.” Social promotion sounds like such a simple issue.   Students should not be allowed to enter the next grade unless they have mastered the material presented in their current grade.   Cert...

Jejak Panda Terima Kasih Sudah Kunjungin Blog Ini ceme online terbaik -->             “Frankly, I’m amazed by the number of educators whose opposition to standardized tests and standardized curricula mysteriously fails to extend to standardized in-class assessments.”               That’s Alfie Kohn in 2006, in what’s become one of the best known critiques of rubrics.             I am not as harsh a critic of rubrics as Kohn is.   But I am inclined, like Chris Gallagher, to prefer descriptive rubrics, student-created rubrics, or individualized rubrics designed collaborately between teacher and student that are specific to each assignment.             But I like Kohn’s point about standardization, which I think is eve...

Jejak Panda Hallo Ketemu Lagi Di Situs Kesayangan Anda daftar bandarq The other day, the Connecticut State Department of Education released the student results of the first SBAC test, and we learned, well, nothing we didn’t already know.   The tests were a little harder than the CMTs or CAPT, especially in Math.   But otherwise, the students in the wealthiest towns did well and the students in the poorest towns did poorly. I shared the results with the students in my Pre-Teaching course, showing them the range, from students at New Canaan High, where 82% of 11 th graders were proficient in Literacy, to Bridgeport, where 17% and 15% of 11 th graders at Harding and Bassick, respectively, were proficient. My students were shocked, but they shouldn’t be.   Standardized tests have revealed similar discrepancies since their inception. There are many ways to look at these results.   Some would praise the tests for shedding light on the achieve...