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>>>It appears that simply installing a more difficult >>test doesn’t really change what students learn and >>preliminary reports indicate 40 per cent of eighth >>grade students will not be promoted to ninth grade. >> >>Who could have seen that coming? > >The PROBLEM presented here is that the students are >punished for failure to meet the curriculum standards >and objectives. This is STATE curriculum and not >necessarily LOCAL curriculum. Then the tools used, >such as teacher designed tests, purchased textbooks, >and material "in-house" as well as the sequence taught >may not correspond to the content and manner in which >the students are being tested on the CRCT. Essentially >the students pay the price if the Schools, Teachers >and Textbooks don't present and emphasize those >specific items measured on the State CRCT. This would >be fine if the schools were being forced to do a >better job instead of the students being held back >that fail despite doing well in the local classroom >according to the teacher and system standards. Who is >in charge here? > >><i>“The straight-A student told her mom the social >>studies exam included material never taught in >>class”</i> > >If this is true, then again this makes the measure of >learning of untaught material a validity issue for the >test. But again this reflects on the teacher and local >system in meeting state requirements...so why is the >student punished? Apparently some kids did pass the >test so that will be used to indicate the local system >did their part and the "A" student will be blamed for >his own failure. Thus the truck illustration holds up. >It is, what it is.
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