With the settlement of the Chicago Teachers strike, some
interesting questions have arisen. Among
the more intriguing statements are those regarding standardized testing and the
value-added teacher evaluation process which are being presented as
certain ways to verify a
teacher’s performance.
Briefly, standardized testing’s overemphasis undermines
genuine learning. Because the flag of
accountability has been foisted by self
proclaimed “education reformers,” going to excess with standardized testing has been encouraged and justified. The present data-driven focus on reform has
been debilitating for our educational institutions. Some of the most beneficial aspects of our
present system are qualitative and cannot be quantified. Almost every appealing aspect of education in
America is qualitative; students will admit that they are motivated to attend
school for those very courses which can’t be traditionally evaluated. Courses like music, athletics, and student
government promote characteristics among students that are essential to
encourage the well-rounded citizen.
As for value added measurements…the very complexity of this
evaluative method defies national public exposure. When the evaluative devices become so
distorted that logic and reason during their explanation are lost…then it’s
time to unravel the knots or ignore them.
Personally, I opt for teachers and curriculum that sustain and grow student interest. Both function most effectively when their selection is made on the local level by the local school board.
Let’s keep our eyes on these ostensible benefits to our
students. There may be other reasons why
they are being promoted.
More later…..
Nancy Goldberg is a CCUSD School Board Member recently retired from teaching at CC High School.
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