|
|
[Assessment 1027] Re: Assessment Digest, Vol 25, Issue 40Daniel Rizik-Baer drizikbaer at gmail.comMon Oct 29 16:44:13 EDT 2007
Being new to the forum I have been a little hesitant to reply. Here goes: As educators, what is the definition of education? What is the purpose of education? I think this gets to the core of the argument when discussing creativity vs. critical thinking vs. rote memorization. None of these methods of thinking and learning take place within a vacuum and all overlap. However, depending on the purpose of any particular educational exercise, these methods can be ignored or highlighted. With GED classes, there is an end goal, and that is to, obviously, pass the GED. But what is the purpose of passing the GED? To escape poverty? Maybe with a GED they may be able to find a better job. But how much better? I it almost laughable in today's society, especially with no clear definition of poverty and the Government's failure to properly calculate the poverty line, that a person with a GED still will only make a small amount over the poverty line. As educators I feel that we have a responsibility to go beyond standards based assessment and to create real learning and thinking individuals. In my view, to help someone to learn is not strictly to help them learn what they need to pass, but in the end to help them learn to learn. This is why creativity, critical thinking and rote memorization are all necessary qualities of a well-rounded education. As teachers and educators our job is not simply to teach a curriculum, but to learn, to help people become more intelligent in multiple ways, gaining the skills they need to contribute to society in more ways than economics. This is not maternalistic/paternalistic, this is HUMAN and the definition of culture/society. We are responsible, in some ways, for their lives outside of the classroom, for that is why we teach. We do not teach for the pleasure of them doing well strictly in the few hours we see them, but to help them apply what they learn to life. Only through this can we hope to build a world of educated people who have the ability and power to think, and be respected for their ideas. It is the lack of education that is one of the most effective methods to keeping a population subservient. A limited education taught to a specific test is not that much better. Am I saying I do not believe in testing? No! I am saying that education is holistic. One cannot think critically without having memorized certain concepts. One cannot express themselves creatively without learning about life in a multitude of different areas. As soon as we implement programs that are actually intended to give people the power of learning, instead of the most basic skills necessary for an employer to underpay them we will continually be struggling with the consequences of the absence of such programs. Daniel Rizik-Baer On 10/29/07, assessment-request at nifl.gov <assessment-request at nifl.gov> wrote: > > Send Assessment mailing list submissions to > assessment at nifl.gov > > To subscribe or unsubscribe via the World Wide Web, visit > http://www.nifl.gov/mailman/listinfo/assessment > or, via email, send a message with subject or body 'help' to > assessment-request at nifl.gov > > You can reach the person managing the list at > assessment-owner at nifl.gov > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of Assessment digest..." > > > Today's Topics: > > 1. [Assessment 1026] Re: Assessment Digest, Vol 25, Issue 31 > (Andrea Wilder) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Mon, 29 Oct 2007 14:01:24 -0400 > From: Andrea Wilder <andreawilder at comcast.net> > Subject: [Assessment 1026] Re: Assessment Digest, Vol 25, Issue 31 > To: The Assessment Discussion List <assessment at nifl.gov> > Message-ID: <b3c57374c20814826d7597b5bd6f4ba9 at comcast.net> > Content-Type: text/plain; charset="windows-1252" > > What to say. This confirms my feeling that "education" in the sense > of "creativity" and "critical skills" is left off the plate when it > comes to the GED. In my view, most of the time, it is the teachers who > guard these particular portals. Ideally, "problem solving" should be > built in--this can require new ways of thinking and collaboration > between students. > > Andrea > On Oct 29, 2007, at 12:26 PM, Michael Tate wrote: > > > In all the studies I?ve read, when business leaders are asked what > > kind of intelligence they want in a worker, they say they want > > intuitive thinking .? They are looking for people who can quickly size > > up a situation from incomplete data, make a decision, and implement a > > strategy that works.? They?re not looking for the painfully slow (and > > hugely expensive) deliberative process that government ?uses.? Adult > > education is generally unable to offer training in creative thinking > > because it doesn?t have teachers who can teach creativity.? That?s not > > likely to change until adult education is provided by a sector that > > values creativity higher than consensus. > > ? > > Michael Tate > > ? > > From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] > > On Behalf Of Carver, Mary-Lynn > > Sent: Saturday, October 27, 2007 1:23 PM > > To: assessment at nifl.gov > > Subject: RE: Assessment Digest, Vol 25, Issue 31 > > ? > > Donna Chambers - > > Well said. I am in total agreement. > > ? > > Where do we start? > > ? > > Thanks, > > Mary Lynn Carver > > ABE/GED Instructor > > College of Lake County > > Building 4, Office 405 > > 19351 W. Washington Street > > Grayslake, IL? 60031 > > Phone:847/543-2677 > > mlcarver at clcillinois.edu > > Fax: 847/543-7580 > > ? > > "Blessed are they who laugh at themselves, for they shall be > > constantly amused" -- Unknown > > ? > > We now accept the fact that learning is a lifelong process of keeping > > abreast of change. And the most pressing task is to teach people how > > to learn. --Peter F. Drucker > > ? > > > > From: assessment-bounces at nifl.gov on behalf of > > assessment-request at nifl.gov > > Sent: Sat 10/27/2007 11:00 AM > > To: assessment at nifl.gov > > Subject: Assessment Digest, Vol 25, Issue 31 > > > > Send Assessment mailing list submissions to > > ??????? assessment at nifl.gov > > > > To subscribe or unsubscribe via the World Wide Web, visit > > ??????? http://www.nifl.gov/mailman/listinfo/assessment > > or, via email, send a message with subject or body 'help' to > > ??????? assessment-request at nifl.gov > > > > You can reach the person managing the list at > > ??????? assessment-owner at nifl.gov > > > > When replying, please edit your Subject line so it is more specific > > than "Re: Contents of Assessment digest..." > > > > > > Today's Topics: > > > > ?? 1. [Assessment 1006] Re: GED Discussion - what you need to know! > > ????? (Donna Chambers) > > ?? 2. [Assessment 1007] Re: GED Discussion - what you need to know! > > ????? (Katherine G) > > > > > > ---------------------------------------------------------------------- > > > > Message: 1 > > Date: Sat, 27 Oct 2007 09:10:29 -0400 > > From: "Donna Chambers" <donnaedp at cox.net> > > Subject: [Assessment 1006] Re: GED Discussion - what you need to know! > > To: "The Assessment Discussion List" <assessment at nifl.gov> > > Message-ID: <005e01c8189a$bfe81f70$8e5fdd48 at DH89L251> > > Content-Type: text/plain; format=flowed; charset="Windows-1252"; > > ??????? reply-type=original > > > > David and All, > > > > Let's not confuse critical thinking with creativity.? Critical > > thinking is a > > learned process, whereas, creativity is a mental vision and can be > > nurtured, > > but not necessarily learned..? In Adult Education creativity is not a > > necessary skill, while critical thinking should be paramount. > > > > I work in ASE through competency-based performance assessment > > programs such > > as the Adult Diploma Program and the National External Diploma > > Program. > > This work has allowed me to focus on what adults need to know and be > > able to > > do and this information has changed over the years.? Most states' > > education > > systems are moving toward being standards driven.Adult Education > > seems to be > > GED driven.? As such, is limited to just what is necessary to pass > > the GED. > > The need for competency/proficiency based instruction and assessment > > is > > apparent, at least to me. > > > > In today's world, critical thinking should be high on the list of > > competencies that need to be learned.? Merely passing a standardized > > test > > does not guarantee that the adult is able to think critically. Yet, > > from the > > perspective of the instructors, administrators, students, and policy > > makers, > > passing the test has become paramount? in Adult Education. Outcomes > > has been > > translated to mean numbers of GED passers. Minimally passing the GED > > is > > "good enough" as a good outcome. If the student can just pass the > > GED, all > > will be well.?? Not necessarily so! > > > > Adult Education needs complete reform.? Let's look at what the > > metacognative > > research tells us and design a system around what essential knowledge > > and > > skills are needed today, embedding critical thinking/reading skills > > into all > > activities. Refocus the outcome from just passing the GED to a > > performance > > based demonstration of competencies based on what adults need to know > > and be > > able to do today.? Passing the GED will still be an attainable > > measure, but > > only one of many that need to be achieved.? Instructors and students > > must > > know that building a strong foundation of basic knowledge and thinking > > skills will lead to passing the test.? A strong foundation will, more > > importantly, guarantee success for the next steps beyond high school > > certification and provide the cognitive functional skills needed in > > our > > complex world. This must be communicated to the learners from the > > beginning > > upon entering AE programs.? Learners must be given the opportunity to > > understand what commitment in time and effort is needed on the path > > to skill > > building and filling in gaps process in order to achieve their goals. > > Changing the paradigm will be a win-win for everyone and the outcomes > > will > > be more meaningful. > > > > Donna? Chambers > > > > > > > > > > ----- Original Message ----- > > From: "David J. Rosen" <djrosen at comcast.net> > > To: "The Assessment Discussion List" <assessment at nifl.gov> > > Sent: Friday, October 26, 2007 10:53 PM > > Subject: [Assessment 1005] Re: GED Discussion - what you need to know! > > > > > > Assessment colleagues, > > > > Toni asked what we mean by creativity.? Good question. I'll give it a > > shot. > > > > Is creativity a means to an end -- that is, with creative teaching > > approaches will more students have more and higher academic skills, > > better test scores? Or is creativity itself an end -- that is, do we > > want students to be both academically prepared and creative? Or > > both?? And where do critical skills fit in? > > > > I would argue, as Marc Tucker does, that we need both high academic > > skills and creativity, and I would put critical thinking in both > > these catregories, both as a means and as an end. Our adult secondary > > education (e.g. GED) programs should provide students with the > > opportunity to have academic skills that are strong enough to succeed > > in college, strong critical thinking skills (these may be inseparable > > from strong academic skills), and the skills of creative problem > > solving. > > > > Since this is the assessment list, let me ask what are we measuring > > now adult secondary education programs? > > > > ? Perhaps academic skills, at least through standardized tests > > ? Are we measuring critical thinking skills, and if so how? > > ? I am not aware that anyone in adult literacy education is measuring > > creative skills. > > > > If Marc Tucker is right, we are not paying attention to one of the > > greatest economic assets, one of the historic strengths of the U.S. I > > agree with Tucker and believe that the nearly exclusive focus on high > > stakes basic skills tests for K-12, and the focus on only traditional > > basic skills for the GED tests disrespects important creative skills > > like the ability to look at a problem freshly and from different > > perspectives, the ability to try out and evaluate a range of > > solutions, the ability to represent an idea with an image, a moving > > image, a drawing; a metaphor or other figurative language, or > > rhetoric; and the ability to understand and follow, but instead to > > disregard instructions or traditional paths of thinking (what we now > > often describe as "thinking outside the box"). > > > > Are these goals that every GED student has or should have. No. Should > > they be? Not necessarily.? But for students who see the GED or high > > school diploma as a way out of poverty, as a stepping stone to stable > > employment and self-sufficiency, as a key to open the door to > > successful post-secondary learning, these are the skills we should be > > teaching and measuring: academic skills, including critical thinking > > and creativity. > > > > I invite your comments on this. > > > > David J. Rosen > > djrosen at comcast.net > > > > > > > > On Oct 26, 2007, at 3:39 PM, Borge, Toni F wrote: > > > > > When we are referring to creativity do we mean teaching critical > > > thinking skills which once our students know how to think in a > > > critical thinking way they will be successful in achieving their > > > education and other life goals. However, just like K-12 education, > > > adult education is captured on the high stakes spinning wheel of > > > accountability which stifles creativity and teachers teach to the > > > test. > > > > > > Toni Borge > > > > > > BHCC > > > Adult Education & Transitions Program > > > > > > Boston, MA > > > > > > > > > > > > From: assessment-bounces at nifl.gov [mailto:assessment- > > > bounces at nifl.gov] On Behalf Of shirley ledet > > > Sent: Thursday, October 25, 2007 4:30 PM > > > To: The Assessment Discussion List > > > Subject: [Assessment 1001] Re: GED Discussion - what you need to > > know! > > > > > > > > > > > > I agree that creativity is not the enemy of success on standardized > > > test.? We need look no further then those who have been successful > > > on any type of test.? We tend to use terms like natuarally gifted, > > > just smart, etc.? If you speak to these folks they are well > > > rounded, enjoy reading, mvies, theater, they tend to use terms like > > > "I don't know, I just know stuff."? Researchers have found that > > > this may be the reason for disparity between ethnicity. I believe > > > there is more disparity between socio economic background then > > > ethnicity. Exposure to the arts, banking industry, faculty, > > > medicine, legal issues as part of your everyday life tends to offer > > > more of an advantage when testing then someone whose only exposure > > > is to go to school and study hard. My students participate in a > > > quite a few creative projects and those that "get into it" tend to > > > do better in all subjects. Those that feel it is a waste of time > > > and they just want to "study for the GED" are generally frustrated > > > when "all of their hard work does not pay off like they would > > > like."? Creativity also leads to retention; especially those > > > activities that have to be completed in increments.? Let's bring on > > > more creativity! > > > > > > Shirley Ledet > > > > > > GED Instructor > > > > > > NHC-Carver > > > > > > djrosen at comcast.net wrote: > > > > > > Colleagues, > > > > > > I am a proponent of creativity in adult literacy education -- > > > indeed in all education. As Marc Tucker, President of the National > > > Center for Education and the Economy, has said in a presention > > > recently to the National Commission on Adult Literacy, http:// > > > www.caalusa.org/video/choices.html , the U.S. education system -- > > > and he includes adult education, cannot be competitive without high > > > academic standards AND creativity. > > > > > > But many GED teachers and administrators believe that their > > > students will not pass the GED unless they focus on skills and > > > knowledge needed to pass the test, that creativity is a > > > "distraction" and a time-waster. (Many K-12 teachers, > > > administrators or policy makers also believe creativity distracts > > > from passing high stakes tests.) I hate to be the one to raise this > > > issue, but it's the key question on the minds of many GED teachers > > > and administrators, so I invite the panelists to address it. > > > > > > Is creativity a distraction or is it essential for success? Why? > > > > > > > > > David J. Rosen > > > djrosen at comcast.net > > > > > > -------------- Original message ---------------------- > > > From: "Marie Cora" > > > > Hi everyone, > > > > > > > > We've had several new subscribers over the past day, and so I > > > wanted to > > > > give a quick reminder where you can get the information on this > > > > discussion. For the full announcement, information on guests, and > > > > suggested resources go to: > > > > > > > > http://www.nifl.gov/lincs/discussions/assessment/ > > > 07creativityGED.html > > > > > > > > If you missed the posts from yesterday - there were a couple - > > > you can > > > > catch up in the archives at: > > > > http://www.nifl.gov/pipermail/assessment/2007/date.html > > > > > > > > Please post your questions and also your own experiences to share > > > now! > > > > > > > > Thanks!! > > > > > > > > Marie Cora > > > > Assessment Discussion List Moderator > > > > > > > > > > > > > > > > > > > > Marie Cora > > > > marie.cora at hotspurpartners.com > > > > NIFL Assessment Discussion List Moderator > > > > http://www.nifl.gov/mailman/listinfo/assessment > > > > > > > > > > > > > > > > > > > > From: "Marie Cora" <marie.cora at hotspurpartners.com> > > > To: <Assessment at nifl.gov> > > > Subject: [Assessment 942] GED Discussion - what you need to know! > > > Date: Tue, 9 Oct 2007 14:43:14 +0000 > > > > > > Hi everyone, > > > > > > > > > > > > We?ve had several new subscribers over the past day, and so I > > > wanted to give a quick reminder where you can get the information > > > on this discussion.? For the full announcement, information on > > > guests, and suggested resources go to: > > > > > > > > > > > > > > http://www.nifl.gov/lincs/discussions/assessment/07creativityGED.html > > > > > > > > > > > > If you missed the posts from yesterday ? there were a couple ? you > > > can catch up in the archives at:? http://www.nifl.gov/pipermail/ > > > assessment/2007/date.html > > > > > > > > > > > > Please post your questions and also your own experiences to share > > now! > > > > > > > > > > > > Thanks!! > > > > > > > > > > > > Marie Cora > > > > > > Assessment Discussion List Moderator > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > Marie Cora > > > > > > marie.cora at hotspurpartners.com > > > > > > NIFL Assessment Discussion List Moderator > > > > > > http://www.nifl.gov/mailman/listinfo/assessment > > > > > > > > > > > > > > > > > > ------------------------------- > > > National Institute for Literacy > > > Assessment mailing list > > > Assessment at nifl.gov > > > To unsubscribe or change your subscription settings, please go to > > > http://www.nifl.gov/mailman/listinfo/assessment > > > Email delivered to djrosen at comcast.net > > > ------------------------------- > > > National Institute for Literacy > > > Assessment mailing list > > > Assessment at nifl.gov > > > To unsubscribe or change your subscription settings, please go to > > > http://www.nifl.gov/mailman/listinfo/assessment > > > Email delivered to msledet at yahoo.com > > > > > > > > > > > > > > > ------------------------------- > > > National Institute for Literacy > > > Assessment mailing list > > > Assessment at nifl.gov > > > To unsubscribe or change your subscription settings, please go to > > > http://www.nifl.gov/mailman/listinfo/assessment > > > Email delivered to djrosen at comcast.net > > > > > > > > > > > > ------------------------------- > > National Institute for Literacy > > Assessment mailing list > > Assessment at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/assessment > > Email delivered to donnaedp at cox.net > > > > > > > > ------------------------------ > > > > Message: 2 > > Date: Sat, 27 Oct 2007 09:35:10 -0400 > > From: "Katherine G" <Kgotthardt at comcast.net> > > Subject: [Assessment 1007] Re: GED Discussion - what you need to know! > > To: "The Assessment Discussion List" <assessment at nifl.gov> > > Message-ID: <MHEMKJNHLDIEMGGCCKCCMEFEDMAA.Kgotthardt at comcast.net> > > Content-Type: text/plain;?????? charset="Windows-1252" > > > > David, I agree that creativity is essential in GED programs, > > especially if > > students are planning to go on to college!? Students who pass the GED > > with > > minimal ability to freely think creatively, explore abstract ideas, > > and > > weigh options are usually at a loss in the college classroom.? Most > > colleges > > require program elements such as "writing across the curriculum."? As > > we > > know, writing requires abstract thought, the kind adults need to > > develop. > > > > Even basic college writing classes require understanding and using > > rhetorical patterns found in the descriptive essay and more.? > > Humanities > > courses demand students to understand and even implement creative > > forms, > > figures of speech, figurative language, and more.? For students to > > truly > > understand history, they must be able to visualize different time > > periods. > > Symbolic thought translates into statistics and math classes in which > > graphs, numbers and equations are used to communicate ideas.? The > > list goes > > on. > > > > Someone here or in another posting made the remark that students in a > > GED > > class who are not reading in class are not practicing reading at > > all.? If > > the instructor is writing on the board, if the students are writing, > > if the > > students are taking practice tests, they ARE reading.? In terms of > > more > > formalized, lengthier readings, students will most likely need to > > take that > > home.? Yes, this requires a certain amount of discipline that we > > might not > > get with GED students.? But especially with students who want to > > pursue > > higher education after earning the GED, we need to have the time to > > teach > > them to think critically. > > > > Finally, I just now ran across an essay from Peter Elbow whom I > > haven't > > studied in a long time but did in my past lives.? The essay > > demonstrates how > > creativity is used in the college classroom as well as what GED > > students can > > expect in college (though perhaps not to this extent, depending on the > > teacher and the class).? http://www.ntlf.com/html/lib/bib/writing.htm > > > > I'm a firm believer in extensive transitional services for GED > > students > > planning to attend college, and I think it's essential to have > > communications between public schools and college to make this happen > > if we > > want GED students to succeed.? Part of these discussions should > > include > > creativity used and expected in every academic setting. > > > > > > Katherine Mercurio Gotthardt, ESOL Online Instructor > > Prince William County Public Schools > > Adult Education > > P.O. Box 389 > > Manassas, VA 20108 > > work 703-791-8387 > > fax 703-791-8889 > > > > > > > > > > > > -----Original Message----- > > From: assessment-bounces at nifl.gov > > [mailto:assessment-bounces at nifl.gov]On > > Behalf Of David J. Rosen > > Sent: Friday, October 26, 2007 10:54 PM > > To: The Assessment Discussion List > > Subject: [Assessment 1005] Re: GED Discussion - what you need to know! > > > > > > Assessment colleagues, > > > > Toni asked what we mean by creativity.? Good question. I'll give it a > > shot. > > > > Is creativity a means to an end -- that is, with creative teaching > > approaches will more students have more and higher academic skills, > > better test scores? Or is creativity itself an end -- that is, do we > > want students to be both academically prepared and creative? Or > > both?? And where do critical skills fit in? > > > > I would argue, as Marc Tucker does, that we need both high academic > > skills and creativity, and I would put critical thinking in both > > these catregories, both as a means and as an end. Our adult secondary > > education (e.g. GED) programs should provide students with the > > opportunity to have academic skills that are strong enough to succeed > > in college, strong critical thinking skills (these may be inseparable > > from strong academic skills), and the skills of creative problem > > solving. > > > > Since this is the assessment list, let me ask what are we measuring > > now adult secondary education programs? > > > > ? Perhaps academic skills, at least through standardized tests > > ? Are we measuring critical thinking skills, and if so how? > > ? I am not aware that anyone in adult literacy education is measuring > > creative skills. > > > > If Marc Tucker is right, we are not paying attention to one of the > > greatest economic assets, one of the historic strengths of the U.S. I > > agree with Tucker and believe that the nearly exclusive focus on high > > stakes basic skills tests for K-12, and the focus on only traditional > > basic skills for the GED tests disrespects important creative skills > > like the ability to look at a problem freshly and from different > > perspectives, the ability to try out and evaluate a range of > > solutions, the ability to represent an idea with an image, a moving > > image, a drawing; a metaphor or other figurative language, or > > rhetoric; and the ability to understand and follow, but instead to > > disregard instructions or traditional paths of thinking (what we now > > often describe as "thinking outside the box"). > > > > Are these goals that every GED student has or should have. No. Should > > they be? Not necessarily.? But for students who see the GED or high > > school diploma as a way out of poverty, as a stepping stone to stable > > employment and self-sufficiency, as a key to open the door to > > successful post-secondary learning, these are the skills we should be > > teaching and measuring: academic skills, including critical thinking > > and creativity. > > > > I invite your comments on this. > > > > David J. Rosen > > djrosen at comcast.net > > > > > > > > On Oct 26, 2007, at 3:39 PM, Borge, Toni F wrote: > > > > > When we are referring to creativity do we mean teaching critical > > > thinking skills which once our students know how to think in a > > > critical thinking way they will be successful in achieving their > > > education and other life goals. However, just like K-12 education, > > > adult education is captured on the high stakes spinning wheel of > > > accountability which stifles creativity and teachers teach to the > > > test. > > > > > > Toni Borge > > > > > > BHCC > > > Adult Education & Transitions Program > > > > > > Boston, MA > > > > > > > > > > > > From: assessment-bounces at nifl.gov [mailto:assessment- > > > bounces at nifl.gov] On Behalf Of shirley ledet > > > Sent: Thursday, October 25, 2007 4:30 PM > > > To: The Assessment Discussion List > > > Subject: [Assessment 1001] Re: GED Discussion - what you need to > > know! > > > > > > > > > > > > I agree that creativity is not the enemy of success on standardized > > > test.? We need look no further then those who have been successful > > > on any type of test.? We tend to use terms like natuarally gifted, > > > just smart, etc.? If you speak to these folks they are well > > > rounded, enjoy reading, mvies, theater, they tend to use terms like > > > "I don't know, I just know stuff."? Researchers have found that > > > this may be the reason for disparity between ethnicity. I believe > > > there is more disparity between socio economic background then > > > ethnicity. Exposure to the arts, banking industry, faculty, > > > medicine, legal issues as part of your everyday life tends to offer > > > more of an advantage when testing then someone whose only exposure > > > is to go to school and study hard. My students participate in a > > > quite a few creative projects and those that "get into it" tend to > > > do better in all subjects. Those that feel it is a waste of time > > > and they just want to "study for the GED" are generally frustrated > > > when "all of their hard work does not pay off like they would > > > like."? Creativity also leads to retention; especially those > > > activities that have to be completed in increments.? Let's bring on > > > more creativity! > > > > > > Shirley Ledet > > > > > > GED Instructor > > > > > > NHC-Carver > > > > > > djrosen at comcast.net wrote: > > > > > > Colleagues, > > > > > > I am a proponent of creativity in adult literacy education -- > > > indeed in all education. As Marc Tucker, President of the National > > > Center for Education and the Economy, has said in a presention > > > recently to the National Commission on Adult Literacy, http:// > > > www.caalusa.org/video/choices.html , the U.S. education system -- > > > and he includes adult education, cannot be competitive without high > > > academic standards AND creativity. > > > > > > But many GED teachers and administrators believe that their > > > students will not pass the GED unless they focus on skills and > > > knowledge needed to pass the test, that creativity is a > > > "distraction" and a time-waster. (Many K-12 teachers, > > > administrators or policy makers also believe creativity distracts > > > from passing high stakes tests.) I hate to be the one to raise this > > > issue, but it's the key question on the minds of many GED teachers > > > and administrators, so I invite the panelists to address it. > > > > > > Is creativity a distraction or is it essential for success? Why? > > > > > > > > > David J. Rosen > > > djrosen at comcast.net > > > > > > -------------- Original message ---------------------- > > > From: "Marie Cora" > > > > Hi everyone, > > > > > > > > We've had several new subscribers over the past day, and so I > > > wanted to > > > > give a quick reminder where you can get the information on this > > > > discussion. For the full announcement, information on guests, and > > > > suggested resources go to: > > > > > > > > http://www.nifl.gov/lincs/discussions/assessment/ > > > 07creativityGED.html > > > > > > > > If you missed the posts from yesterday - there were a couple - > > > you can > > > > catch up in the archives at: > > > > http://www.nifl.gov/pipermail/assessment/2007/date.html > > > > > > > > Please post your questions and also your own experiences to share > > > now! > > > > > > > > Thanks!! > > > > > > > > Marie Cora > > > > Assessment Discussion List Moderator > > > > > > > > > > > > > > > > > > > > Marie Cora > > > > marie.cora at hotspurpartners.com > > > > NIFL Assessment Discussion List Moderator > > > > http://www.nifl.gov/mailman/listinfo/assessment > > > > > > > > > > > > > > > > > > > > From: "Marie Cora" <marie.cora at hotspurpartners.com> > > > To: <Assessment at nifl.gov> > > > Subject: [Assessment 942] GED Discussion - what you need to know! > > > Date: Tue, 9 Oct 2007 14:43:14 +0000 > > > > > > Hi everyone, > > > > > > > > > > > > We?ve had several new subscribers over the past day, and so I > > > wanted to give a quick reminder where you can get the information > > > on this discussion.? For the full announcement, information on > > > guests, and suggested resources go to: > > > > > > > > > > > > > > http://www.nifl.gov/lincs/discussions/assessment/07creativityGED.html > > > > > > > > > > > > If you missed the posts from yesterday ? there were a couple ? you > > > can catch up in the archives at:? http://www.nifl.gov/pipermail/ > > > assessment/2007/date.html > > > > > > > > > > > > Please post your questions and also your own experiences to share > > now! > > > > > > > > > > > > Thanks!! > > > > > > > > > > > > Marie Cora > > > > > > Assessment Discussion List Moderator > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > Marie Cora > > > > > > marie.cora at hotspurpartners.com > > > > > > NIFL Assessment Discussion List Moderator > > > > > > http://www.nifl.gov/mailman/listinfo/assessment > > > > > > > > > > > > > > > > > > ------------------------------- > > > National Institute for Literacy > > > Assessment mailing list > > > Assessment at nifl.gov > > > To unsubscribe or change your subscription settings, please go to > > > http://www.nifl.gov/mailman/listinfo/assessment > > > Email delivered to djrosen at comcast.net > > > ------------------------------- > > > National Institute for Literacy > > > Assessment mailing list > > > Assessment at nifl.gov > > > To unsubscribe or change your subscription settings, please go to > > > http://www.nifl.gov/mailman/listinfo/assessment > > > Email delivered to msledet at yahoo.com > > > > > > > > > > > > > > > ------------------------------- > > > National Institute for Literacy > > > Assessment mailing list > > > Assessment at nifl.gov > > > To unsubscribe or change your subscription settings, please go to > > > http://www.nifl.gov/mailman/listinfo/assessment > > > Email delivered to djrosen at comcast.net > > > > > > > > > > > > ------------------------------- > > National Institute for Literacy > > Assessment mailing list > > Assessment at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/assessment > > Email delivered to kgotthardt at comcast.net > > > > > > > > ------------------------------ > > > > ------------------------------- > > National Institute for Literacy > > Assessment mailing list > > Assessment at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/assessment > > > > > > End of Assessment Digest, Vol 25, Issue 31 > > ****************************************** > > ------------------------------- > > National Institute for Literacy > > Assessment mailing list > > Assessment at nifl.gov > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/assessment > > Email delivered to andreawilder at comcast.net > -------------- next part -------------- > A non-text attachment was scrubbed... > Name: not available > Type: text/enriched > Size: 87362 bytes > Desc: not available > Url : > http://www.nifl.gov/pipermail/assessment/attachments/20071029/2b2c2513/attachment.bin > > ------------------------------ > > ------------------------------- > National Institute for Literacy > Assessment mailing list > Assessment at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/assessment > > > End of Assessment Digest, Vol 25, Issue 40 > ****************************************** > -- Daniel Rizik-Baer Family Literacy Coordinator Children Youth and Family Collaborative (818) 442-4407 cell -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20071029/de0ea44d/attachment.html
More information about the Assessment mailing list |
|
Institute Home