Ed Tech Notes

Bridging Differences: Confusing Test Scores With ‘Being Well-Educated’

This came to me via Tim Lauer’s site today. I sometimes think we can get so wrapped up in the test score that we forget what it means to be well educated. These are conversations that we need to have with each other as educators as well . . . .

The more high stakes the data, the more corrupt become the data—which I’m told is called Campbell’s Law. We poison the well once we promise folks more money for “better data.” When “data” (e.g. test scores) are in the driver’s seat, beware. We also need more independent “juries” to analyze and make recommendations based on independent information. The phrase itself “data-driven,” rather than “data-informed,” gives me the chills.

We also need sensible longitudinal research, to explore the connection between test scores, school models, etc., and “doing better” 10 years out. This is uncharted territory. We might explore, in short, what “doing better” could or should mean in real life.
Being taught early, over and over, that making a predetermined “wrong answer” (out of a predetermined four or five) has serious intellectual and social consequences is dangerous. It leads to bad pedagogy. It’s precisely in school that it’s important to value the exercise of judgment based on evidence rather than being taught how to slyly “guess” at the one “right” answer.

“Podcasting Is The Most Underappreciated, Underutilized Media Ever” - Podcasting News

Podcasting is the most underappreciated, underutilized media ever. Some people never try it. And many who do wind up giving it up unimpressed. Too bad.

A new study (Lecture Podcast Listeners Outperform Class Attendees) found that students who listen to lectures on podcasts test better than those who listen in class. Podcasting is a powerful educational medium, second only to books, in my opinion. But unlike reading books, you can listen to podcasts while doing the dishes.

I came across this today from one of the feeds in my feed reader. I would like to attempt podcasting in a “for real” kind of way, when there’s more time. Perhaps though it has more to do with my own sense of doubt about what it is that I have to say. To get beyond that, would be a place to start. I listen to podcasts regularly, mostly on my drive to and from work. Good ones too: This American Life, Radio Lab, and the Johns Hopkins Medical Podcast.

Perhaps I’ll start . . . . . .

Tags: podcasting

a walk in the park is good for the brain: http://bit.ly/Evz0p

Opinion | Replace the WASL but do it right | Seattle Times Newspaper

The article linked above is from The Seattle Times and it is about the idea of replacing their state standardized test, the WASL, with online standardized tests. When I read this piece, I kept agreeing over and over. Some of the choice quotes from the piece:

But the bigger validity question is: Does the test make any difference? Are college professors more pleased with students who have passed the test? Are employers? The answer is a resounding, “We don’t know.” States are afraid to ask this question because, if the answer comes up, “No,” they will be seen to have spent millions, even billions, of dollars for nothing. But informal studies by journalists have yet to turn up a positive instance. So forget all the fear-mongering rhetoric that we need these tests in order to compete with China and in the global economy.

These are the kinds of questions that I continue to ask in terms of our state standardized test, the SOL. What difference do these tests really make in terms of these kids’ lives? Do they really make any difference at all, except for states to say that they have X percent passing at Y level? Another quote:

A passing score tells you only how many kids jumped over the barrier you put in their path. It does not tell you how high they jumped.

Yes! This is something I’ve understood for a while now, as do most educators. Yet, most teachers are being judged on what percentage of their class has jumped over the barrier.

Another issue is what about the students that don’t make the passing score of 400 by one point. What if they score 399 and they’re not in the group of passing students? Are they left behind then? Could it be that they just guessed wrong on one question?

Finally, the author wraps it up by laying out the idea (false idea) that testing is something you do after you’re done teaching. Why? Shouldn’t we have assessments that are relevant and meaningful to the student so that they know what they’ve accomplished or where they’re lacking in understanding? Is a test the only way to assess? Of course not.

Read this one. It’s good.

Google Earth, Google Ocean: mysteries of the seafloor are mapped for the first time

This looks like it could be another fine offering from Google. I just downloaded this and will be giving it a try before my workshop on using Google Earth in the classroom later this week. Enjoy!