I apologize for my tardiness with this site, I seemed to have overlooked this assignment. This chapter focuses on the utilization of the multiple choice exams to define adequate yearly progress in a school district. The author questions the skills that are evaluated with the standardized tests and the motivation the test provide students to stay in school. "While all employers need workers who can solve problem, they do not find that students who have taken the usual math and science and passed the test can apply this content to solve real problems" (pg. 92). With the vast amounts of professional development available, problem-based and inquiry-based teaching strategies, I can see were students can be prepared for solving real problem while teaching content within core classes. But would the state standardized testing method reflect the students ability to problem solve? Multiple choice tests are used because they are the cheapest to administer and assess.
Looking a NCLB and state testing requirements to compare them to the needs of students entering secondary education, college teachers state that "70 percent say students do not comprehend complex reading material, 66 percent say students cannot think analytically, 65 percent say students lack appropriate work and study habits, 62 percent say students write poorly, 59 percent say students don't know how to do research, and 55 percent say students can't apply what they've learned to sole problems" (pg. 103). The focus was not whether the students knew the content but how they could utilize the content. Are the high school educators teaching students how to study content? Are students being required to research material to solve problems? The chapter provided examples of students and how they felt about Advanced Placement classes. It was interesting to note that the students were bored and frustrated with the large amount of information needed to memorize to be prepared for the test and the lack of opportunity to have discussions on the materials.
"Schools have less money in their budgets for elective courses" (pg. 113). Many of these elective courses entice students to stay in school to begin with. With all of the effort put into NCLB and standardized testing, students are left with fewer course choices and less motivation to stay in school. Overall, the accountability system in education lacks the depth to fully evaluated a student, does not motivate learning, and does not spotlight requirements needed for secondary education or the workforce.
Pandi. In your post you talked about professional development courses that focus on problem - based and inquiry - based teaching strategies. Following that you made a comment on how students 'can' be taught how to solve real problems, but is that actually happening in our schools? Have you attended any professional development courses that were of good quality? I seriously would love to attend a quality conference and would welcome any feedback!
ReplyDeleteIt was interesting to read, "The main concern of the colleges is that too many students who have passed AP exams lack either the academic skills or the depth of understanding required for true college-level work in the subject.(pg 106). Do you remember when students could receive college credits for passing Advance Placement classes.
ReplyDeleteWhen students were asked,"how might your class time have been better spent- what would have better prepared you for college?" They answered, "More time on writing!" "Research skills," "Learning to work with other students in study groups"
I would be interested in a professional development course that deals with problem based and inquiry based teaching strategies also.