How much will these standardized tests really change public education?
Myth: Common Core tests will be much better than current exams, with many items measuring higher-order skills. Reality: The new tests will largely consist of the same old multiple-choice questions.
Myth: Adoption of Common Core exams will end No Child Left Behind testing overkill. Reality: Under Common Core, there will be many more tests and the same misuses.
Myth: New multi-state assessments will save taxpayers money. Reality: Test costs will increase for most states. Schools will spend even more for computer infrastructure upgrades.
Myth: New assessment consortia will actually design the tests rather than well-known test manufacturers who have made mistakes in the past. Reality: The same profit-driven companies, including Pearson, Educational Testing Service and CTB/McGraw-Hill, are producing the tests.
Myth: Common Core assessments are designed to meet the needs of all students. Reality: Not yet. The new tests could put students with disabilities and English-language learners at risk.
Myth: Common Core “proficiency” is an objective measure of college- and career-readiness. Reality: Proficiency levels on Common Core tests are subjective, like all performance levels.
Myth: States have to implement the Common Core assessments. Reality: No, they don’t.
“As soon as a person is hired, that should say, “I trust you”. We need to give them the freedom to unleash their talents. We need to say say “yes” often, and say “no” rarely.”—Power and Freedom (via gjmueller)
“If I could change one thing about engineering education — well, actually, all education — it would be to center it around solving real problems and making things. In other words, we ought to be creating innovators and inventors at our engineering schools. They need to be able to do something more than solve theoretical problems when they leave us. In other words, they should learn how to be an applied problem solver, which is not the same thing as being a fantastic book-based equation solver. None of us learned how to do anything well by being talked at — it’s boring. We learn best by doing — getting our hands dirty and making our own mistakes.”—Ideas for Improving Science Education in the U.S. - NYTimes.com (via infoneer-pulse)