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    parentologyco, Smartlady60, petercgeelan, eterpstra, Valib90
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    Joined: Aug 2010
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    Unfortunately I have no good advice...I just wanted to stand up and applaud Val's great post.

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    As in, please write something and publish this:

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    Because we've tied the wrong things to test results. Tests should be tools that tell teachers what a student has and hasn't mastered. Instead, they've become drivers of industrial edumacation metrics and are used to measure teacher, school, and statewide education performance. The students are merely cogs turning in the school machine. This is important: the kids aren't the widgets being produced. The widgets are the test results.

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    Possibly the widget is uniformity and/or uniformity is the widget.

    indigo #208043 12/19/14 09:16 PM
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    I do think a large part of the problem is that not only did the younger teachers not get taught maths properly themselves but they were only taught to teach according to the script (that seems to be a US thing). The older teachers who may have been able to do maths and teach are worn out by being presented with one crazy fad after another. The only ones left are those who have learnt to play the game. I can see no other way otherwise reasonable people can can espouse one thing this year and the complete opposite the next.

    Last edited by puffin; 12/19/14 09:17 PM.
    #208081 12/20/14 04:01 PM
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    Squishys - We're also in Australia and I asked DD8 and DD6 the apples question and they both said 10 x 3. To have that marked wrong is ridiculous. In fact, DD8's old teacher (I specifically got DD6 tested so she could have her too) is extremely encouraging of using creative "thinking skills" to solve maths questions.

    She's an older, experienced and passionate teacher though.

    Last edited by coffee; 12/20/14 04:05 PM.
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