Re: [Phys-l] Paradigm Shift?

["Paul Lulai" <plulai@stanthony.k12.mn.us>]

Problem is the quality of the test, and how you choose to teach to that test.  Regardless of the test, you can vary how you teach to it.  Some tests have a wide scope.  We have to adjust our methods for each test.

Regarding the eternal 'teaching to the test' argument.  I find it to be a bit off base.  One of the first things I do when I plan a unit is decide what I hope the kids will learn.  Then, how should that be represented on a test or assessment.  Then try to plan the unit around these goals with the best methods I can implement in the time I've got.  Is this teaching to the test a Cardinal Sin?  Is it only a Cardinal Sin if someone else makes the test? 

My opinion... "Teaching to the Test" is an over-used argument.  What most folks are arguing against is (to me) the wide scope on those tests.  

Paul Lulai
Physics Instructor, Science Olympiad Coach, 
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-----Original Message-----
From: phys-l-bounces@carnot.physics.buffalo.edu [mailto:phys-l-bounces@carnot.physics.buffalo.edu] On Behalf Of R. McDermott
Sent: Wednesday, February 25, 2009 6:16 AM
To: Forum for Physics Educators
Subject: Re: [Phys-l] Paradigm Shift?

I think that largely depends upon the quality of the test.  If the test 
evaluates what it is that you expect the students to know/understand, and 
the students exhibit that knowledge/understanding, I don't see a problem. 
Otoh, if the test only evaluates rote memory of trivial facts, then one has 
to consider whether or not they have set the bar too low.

----- Original Message ----- 
From: "Anthony Lapinski" <Anthony_Lapinski@pds.org>
To: "Forum for Physics Educators" <phys-l@carnot.physics.buffalo.edu>
Sent: Tuesday, February 24, 2009 9:43 PM
Subject: Re: [Phys-l] Paradigm Shift?


> ACT. AP. GRE. MCAT. I'm certainly no expert, but teaching to a test does
> not seem to be the best way to learn. 

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