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Re: [Phys-l] WHY VALUE ADDED TESTING IS A BUST WAS:Re: [PTSOS] Teachers' Test scores to be made public

After all the 'test bashing' the question still remains:

How do you evaluate both teachers and school systems in a fair and consistent way that is relatively transparent to the tax payers who are paying their salaries, and to the state, city, and local administrators who are charged with making such evaluations? What will the unions tolerate? Most importantly, but maybe the most difficult to quantify, what is best for the students? As schools rely on (are bribed and accept) more and more federal funding, uniform assessment will become increasingly sticky point--as though it hasn't already.

Rick (who objects to my federal taxes being unevenly distributed for educational purposes)

***************************
Richard W. Tarara
Professor of Physics
Saint Mary's College
Notre Dame, IN
rtarara@saintmarys.edu
******************************
Free Physics Software
New multi-input energy simulator--plays similar to the Montana State analog computer.
www.saintmarys.edu/~rtarara/software.html
*******************************

----- Original Message ----- From: "Rauber, Joel" <Joel.Rauber@SDSTATE.EDU>
To: "Forum for Physics Educators" <phys-l@carnot.physics.buffalo.edu>
Sent: Thursday, September 02, 2010 9:05 AM
Subject: Re: [Phys-l] WHY VALUE ADDED TESTING IS A BUST WAS:Re: [PTSOS] Teachers' Test scores to be made public


John C. wrote in part:

But SETS, student evaltions of teachers, are also snake oil, because
they do
not correlate well with what the students actually learned, and they go
down
for IE classes where we achieve higher gain. Indeed SETS correlate
better
with grades and good looking teachers,

so if you want good student
evaluations give all As.

And Pick good-looking parents

_________________________

Joel Rauber, Ph.D
Professor and Head of Physics
Department of Physics
South Dakota State University
Brookings, SD 57007
Joel.Rauber@sdstate.edu
605.688.5428 (w)
605.688.5878 (fax)
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Forum for Physics Educators
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