This WashPo column by Marion Brady ("veteran teacher, administrator, curriculum designer and author") enumerates reason after reason to oppose standardized testing, the major educational technique in use in much of the world today. It's such a good (and depressing) list that it's hard not to quote it in its entirety:
Opposition to the present orgy of testing is now wrongly interpreted as unwillingness to be held accountable.
For those who buy that fiction, a list of some of the real reasons for educator opposition may be helpful.
Teachers (at least the ones the public should hope their taxes are supporting) oppose the tests because they focus so narrowly on reading and math that the young are learning to hate reading, math, and school; because they measure only “low level” thinking processes; because they put the wrong people — test manufacturers — in charge of American education; because they allow pass-fail rates to be manipulated by officials for political purposes; because test items simplify and trivialize learning.
Teachers oppose the tests because they provide minimal to no useful feedback; are keyed to a deeply flawed curriculum adopted in 1893; lead to neglect of physical conditioning, music, art, and other, non-verbal ways of learning; unfairly advantage those who can afford test prep; hide problems created by margin-of-error computations in scoring; penalize test-takers who think in non-standard ways.
Teachers oppose the tests because they radically limit their ability to adapt to learner differences; encourage use of threats, bribes, and other extrinsic motivators; wrongly assume that what the young will need to know in the future is already known; emphasize minimum achievement to the neglect of maximum performance; create unreasonable pressures to cheat.
The complete list of problems with high-stakes standardized tests
(via Beth Pratt)
America’s public education system is failing the citizens of Detroit, where the Detroit Regional Workforce Fund reports that 47% of people in Detroit are illiterate. In nearby suburbs, up to one-third are functionally illiterate.
The Mercator projection maps we’re all familiar with dates to a 16th-centry Flemish cartographer who wanted to emphasize colonial trade routes; as a result, it vastly distorts the relative sizes and positions of the world’s continents, swelling Europe and North America to absurd proportions and shrinking South America and Africa.
This nifty interactive map shows education levels of everyone over 25, with red representing less than high school continuing up the spectrum to blue meaning graduate degree.
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