Under Pressure, Teachers Tamper With Test Scores
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Re: Under Pressure, Teachers Tamper With Test Scores
#2That cheating occurs is no surprise and is closely related to the question of assessing a programmer's output. Every time you instigate a method of measurement, the programmer (or teacher) finds some way to increase the result without achieving the actual aim.
In the case of a programmer, the number of lines of code output, or the number of functions written, or the number of bugs detected and fixed, can all be achieved with less "true value output" (whatever that means). The measurement can be gamed.
Teachers in the UK have been accused of "teaching to the test" rather than "teaching for understanding" - but what more can be expected? When exams test for understanding rather than rote skills, only then will understanding be the aim of the teachers looking for the easy way out.
Let me add that I know many dedicated teachers who do the right thing regardless of the threats posed. They encourage and enthuse their students, ranging widely over their subject to get the students engaged and interested. They know that this serves them better, and will, mostly, improve the test scores, even if not as much as "teaching to the test" would. They know they're doing the right thing, but come under enormous pressure to work more obviously towards improving test scores.
I'm not surprised that many of them buckle under the strain and take less honorable courses.
That's part of the tragedy - the destruction of otherwise excellent teachers.
Re: Under Pressure, Teachers Tamper With Test Scores
#3“Educators feel that their schools’ reputation, their livelihoods, their psychic meaning in life is at stake,” said Robert Schaeffer, public education director for FairTest, a nonprofit group critical of standardized testing. “That ends up pushing more and more of them over the line.”
There is a certain strain of teacher who never felt their reputation, livelihood, or psychic essence was at danger when they were merely failing to educate, for decades. After all, to the extent that anyone noticed, it was poor black kids. Who the heck cares what they think.
That strain of teacher is now motivated by fear of exposure. Which is as it should be.
Re: Under Pressure, Teachers Tamper With Test Scores
#4This shouldn't be a surprise. When you create strong incentives for someone to do something, they'll probably do it.
Re: Under Pressure, Teachers Tamper With Test Scores
#5That cheating occurs is no surprise and is closely related to the question of assessing a programmer's output. Every time you instigate a method of measurement, the programmer (or teacher) finds some way to increase the result without achieving the actual aim. In the case of a programmer, the number of lines of code output, or the number of functions written, or the number of bugs detected and fixed, can all be achie…
I've written extensively on this phenomenon, take a look: http://lesswrong.com/lw/28r/is_google_paperclipping_the_web_...
Re: Under Pressure, Teachers Tamper With Test Scores
#6That cheating occurs is no surprise and is closely related to the question of assessing a programmer's output. Every time you instigate a method of measurement, the programmer (or teacher) finds some way to increase the result without achieving the actual aim. In the case of a programmer, the number of lines of code output, or the number of functions written, or the number of bugs detected and fixed, can all be achie…
No, the tragedy is uneducated kids.
Re: Under Pressure, Teachers Tamper With Test Scores
#7Obligatory-long-yet-relevant-animation(?) on our educational system:http://www.youtube.com/watch?v=A3oIiH7BLmg
When are we (loosely speaking) going to realize that we're not teaching in the right medium.
Re: Under Pressure, Teachers Tamper With Test Scores
#8That cheating occurs is no surprise and is closely related to the question of assessing a programmer's output. Every time you instigate a method of measurement, the programmer (or teacher) finds some way to increase the result without achieving the actual aim. In the case of a programmer, the number of lines of code output, or the number of functions written, or the number of bugs detected and fixed, can all be achie…
No, the tragedy is uneducated kids.
That's why I said "part" - but each gifted teacher lost to the profession leads to many, perhaps thousands, of less well educated children.
Re: Under Pressure, Teachers Tamper With Test Scores
#9This shouldn't be a surprise. When you create strong incentives for someone to do something, they'll probably do it.
Like embezzlement shouldn't be a surprise. I agree, this is predictable, and in a just world our response would be predictable, too: if you falsify test scores to get a $2,970 bonus, you get kicked out of the profession, just like if you took $2,970 out of the drawer as a bank teller and tried to pocket it. (n.b. While acknowledging that 95% of bank tellers are morally upright individuals, we devise our systems under the assumption that they need to be caught if they are attempting to cheat. That assumption is instructive.)
In the world we actually live in, you'll have a union rep testify as to how dedicated of a teacher you are, and you'll probably not miss a day of class.
Re: Under Pressure, Teachers Tamper With Test Scores
#10That cheating occurs is no surprise and is closely related to the question of assessing a programmer's output. Every time you instigate a method of measurement, the programmer (or teacher) finds some way to increase the result without achieving the actual aim. In the case of a programmer, the number of lines of code output, or the number of functions written, or the number of bugs detected and fixed, can all be achie…
See I think that these sorts of tests are looking at the wrong sorts of things. What they should be looking for is relative improvement rather than reaching a particular level. Especially in underprivileged areas, where the kids might be doing much more poorly than more privileged areas.
Don't get me wrong, I think that if there are poor teachers then they should be dealt with, but I think that these standardised tests of kids across the board are not the way to go about it. I'm thinking maybe something like a "peer review" type system could be put in place that takes more into account than just the output of the kids on one test (the results of continuous assessment across the whole year, for example; teaching reviews, etc.). Of course this would come with its own issues, but it would certainly cut down on the pressure that comes from that one test!