Test Results as the Floor and the Ceiling for Learning…

September 27, 2012 at 6:20 AM Leave a comment

Comment Submitted in Response to John Merrow’s 17 Sept 2012 blog entry, Blended Learning – But to What End?

Thank you for a wonderfully cogent set of caveats with regard to blended learning. While I share your view, the issue of achieving basic literacy and numeracy as the floor and the ceiling is a problem I would love to have. Frankly, we have so many children who cannot get their footing on that floor that I side with the folks who would seek that goal by any means necessary.

Testing can never hope to make promises beyond ensuring the basic toolkit for knowledge acquisition. As educators, we should take every child beyond the basics. And that is where the multiple measures of teacher effectiveness come into play.

Suppose, for example, we could say that all children would be empowered with enough basic knowledge and skill to pursue grade level challenges as active thinkers by 2019. That would mean every child entering 6th grade or lower today would be truly prepared for college and life through a mixture of remediation and accelerated progress.

Such an accomplishment would break the failure mentality of educators, which I consider to be a major part of the problem. In addition, it would take enough time that our innovators should have come up with solutions to the very good concern you have voiced…that of raising the ceiling toward infinity.

I would like to add a link addressing this issue in the context of benchmarks…


Entry filed under: ESEA-NCLB, Student Outcomes.

Summary of Reform Ideas My Theory on Math, Puberty, and Emerging Abstract Reasoning…and why Middle School Should Begin with Grade 4

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