Recently in Testing Category

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October 21, 2014

We Need Standards Without Standardizing

Meier: Teaching "to" a prefabricated curriculum ... and thus also to the test that comes along with it cannot lead to the kind of feistiness that a good school should be an exemplar of.

October 16, 2014

Getting Past Surreal Arguments on the Common Core

Casey: In my judgment, the [common-core] standards have the potential to do some real good.

June 03, 2014

Reform for Other People's Children

Klonsky: What we know for sure is that all over the country, power-philanthropists are making "gifts" to resource-starved school systems.

May 06, 2014

We Still Have Allies in the Fight

Klonsky: How bad is it out there? Who are the forces in the field? How weak or strong are they and we?

April 22, 2014

Is the Small Schools Movement Really Dead?

Klonsky: How did we let this dynamic movement of educators and community activists morph into a top-down, corporate-style web of privately operated charter schools?

April 03, 2014

We Need Changes Beyond School, Too

Meier: We apparently have settled for closing the test-score gaps between the poor and rich on at least math and reading tests.

March 13, 2014

Improve Democracy, Not Tests

Meier: Let's keep improving on democracy rather than testing.

March 11, 2014

Testing, Truth, and Consequences

Pondiscio: Fair-minded readers might applaud the mindset that asks not simply, "What does this test measure?" but also, "What kind of classroom practice does this test encourage?"

March 04, 2014

What Business Doesn't Know About Education

Pondiscio: If education has an outdated view of business, the business world can be equally clueless about education.

February 20, 2014

Running the Wrong Race

Pondiscio: I resist the facile temptation to conflate testing with all that is wrong with American education. Testing did not destroy schooling. It revealed the rot and complacency within too many schools.

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The opinions expressed in Bridging Differences are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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