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Response to boppers (Reply #131)

Mon Jun 4, 2012, 08:38 AM

149. Actually, having diverse assessment instruments is a good thing,

 

It addresses the differences that children have in both learning and assessment. Not every child is a standardized cookie cutter part, in fact most kids aren't. Thus, standardized test, especially the fill in the bubble type, are not an effective or accurate measurement tool. I've explained this before, why do you refuse to listen? There are reams of studies backing my position up, where are the studies backing your position?

Your lack of knowledge about teaching certainly shows, you have no clue about child development, or ed psych, or any of the basics about teaching. You rely on your own, anecdotal experience, but have no clue about how real education takes place. In fact you are a perfect example of why non-educators shouldn't be allowed to make decisions about education in general. You apply the facts and myths of the education you received to education as a whole, and done recognize the simple fact that everybody is not you.

And yes, I know I received a quality education, because the school system I went to was ranked among the top American school systems, an American school system that was ranked among the top in the world(goes to show you how old I am). I learned my first foreign language in gradeschool, my second in jr. high. I learned geometry in jr. high, physics in high school, along with calculus and college level courses in English, biology and chemistry. Anything else you want to whip out and do comparative measures on, or are you done with your "I learned Algebra in third grade" schtick(which, given the background material learned in K-2, I seriously doubt that you had worked your way up to Algebra by third grade. Are you seriously saying that you were learning FOIL and manipulating variables in third grade, after having already mastered basic math and fractions?).

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