I do not really agree with either statement.  

 

I agree that the first statement is not addressing outcomes and that
standardization is about input.  However, I disagree with the words “equal
opportunity” in the second statement.

 

Educational inequality and the achievement gap are very real things.
Regardless of standardization of input, there is still the issue of equal
opportunity which translates to access to the same resources, qualified
teachers, adequate learning environments, supportive social structures
(family, friends, work, etc.).  

 

It is not about the standard, it is about all the other stuff in society
that we have not taken care of.  Not too long ago all people were given the
right to vote, but the trick was that they had to prove they could read and
write, and not to long before that they had to be property owners (I hope
you know where I am going with this).  Well, we have not gotten rid of the
vote because this is fundamentally important in a democratic society, but we
have fought to equalize and in some cases eliminate some barriers to the
right to vote completely.  Standards are not the problem; we should not have
to get rid of them.  It is the inequality and the prejudices motivated by
race, economics, and social position that continue to be a problem.       

 

I guess what I am saying is that our fight against the standard is
misdirected.  We should fighting to eliminate those things that are keeping
many from meeting the standards.  

 

I hope I made some sense, I tend not to many times.

 

 

Eu- 

  _____  

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On
Behalf Of Marie Cora
Sent: Friday, February 03, 2006 8:56 AM
To: cook.sandra at northlandscollege.sk.ca; 'The Assessment Discussion List'
Subject: Re: [Assessment] Legitimacy of alternative tools

 

Hi Sandra, thanks so much for your post.

 

You said:  “To standardize is to say that all students are learning at the
same rate/pace.”  This is not correct.  

 

To standardize does not speak to the outcomes of the students’ learning.  It
speaks to the inputs of developing a test that tries to be fair to all
students.  A standardized test precisely will NOT take into consideration
differing rates or pace or anything else – because if it did, then you would
start introducing bias.

 

A correct statement would be:  “To standardize is to say that all students
are provided an equal opportunity to demonstrate their knowledge, skill, or
performance.”

 

marie cora

Assessment Discussion List Moderator

 

 

-----Original Message-----
From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On
Behalf Of Cook.Sandra
Sent: Thursday, February 02, 2006 3:00 PM
To: 'The Assessment Discussion List'
Subject: Re: [Assessment] Legitimacy of alternative tools

 

Hi, 

Well my opinion is that assessment should pertain to the task at hand and be
outlined as such.  Whether you are using a Rubric or checklist.  To
standardize is to say that all students are learning at the same rate/pace.
If your assessment is based on things like content, effort, use of certain
language (depending where your students are, then you will be assessing each
individual student on what they are capable of.  That is what makes a
portfolio such an effective tool in evaluating individual students.

 

Thanks,

Sandra Cook

Northlands College

Technology Enhanced Literacy

 

  _____  

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On
Behalf Of Marie Cora
Sent: Thursday, February 02, 2006 10:52 AM
To: Assessment Discussion List
Subject: [Assessment] Legitimacy of alternative tools

 

Hi Bruce and everyone,

 

Bruce, you said:

 

“I think putting forth the strengths and legitimacy of tools such as
portfolios, outcome checklists, holistically scored writing samples, etc is
a good way to go.”

 

This sounds like a very good path to go down to me.  I think people would
have a lot to say and share about alternative tools, their uses, and their
strengths.  It would be a great exercise to list them all out and discuss
the strengths, uses, and limitations of each one.

 

What questions do folks have about alternative assessments?:  using them,
seeking them out, developing them, whatever area most intrigues you.

 

What can folks share with the rest of us in terms of “the strengths and
legitimacy” of alternative tools such as portfolios, checklists,
analytic/holistic scoring, rubric use, writing samples, in-take/placement
processes?

 

Are any of the tools you use standardized?  Not standardized?  Do you think
that this is important?  Why or why not?

 

Are any of the tools used for both classroom and program purposes?  

 

I have other questions for you, but let’s leave it at that for right now.
Let us hear what your thoughts are.  We’re looking forward to it.

 

Thanks,

 

marie cora

Assessment Discussion List Moderator

 

 

 

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