A Quote by Myron Tribus
When teachers are forced to teach to the test, students get bored and genuine education ceases, no matter what the test scores may say… The examination as a test of the past is of no value for increased learning ability. Like all external motivators, it can produce a short term effect, but examinations for the purpose of grading the past do not hook a student on learning for life.
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To improve our schools, we have to humanize them and make education personal to every student and teacher in the system. Education is always about relationships. Great teachers are not just instructors and test administrators: They are mentors, coaches, motivators, and lifelong sources of inspiration to their students.
I don't regard the fact that there's a disparity in test scores nearly as importantly as I do the need for diversity, because I know from long experience that test scores, though useful, are a very limited measure of things that matter in choosing students.
"They've been trying to test on animals for the past 50 years. Nobody's come up with a cure,"he says. "If you want to test on somebody, test on me."
I think [testing] has had a profoundly problematic impact on student learning. It must seem to students that their worth as individuals is equivalent to their test score. The stress the high stakes culture has on teachers is also highly negative and must surely impact students in a negative way. It also de-professionalizes teachers because it encourages them to be script readers, followers of rigid schedules, and to disregard the needs of the people they teach in favor of the scripts and schedules.
Teachers teach and students educate. Students are the only true educators. Historically, every other method of education has failed. Education occurs when students get excited about learning and apply themselves; students do this when they experience great teachers.
The test, surely, of a creed is not the ability of those who accept it to announce their faith; its test is its ability to change their behavior in the ordinary round of daily life. Judged by that test, I know no religion that has a moral claim upon the allegiance of men.
In online learning environments, it is often hard to tell whether a student is struggling. By the time test scores are lagging, it's often too late - the student has already quit.
Life is actually a series of tests. It's a social test, a happiness test, a business success test. You'd like to get A's in all of them.
There's no true value placed in learning, if the point of you learning something is to simply know it for a test, to get a grade, to go to the good school.
All subjects are the same. I memorize notes for a test, spew it, ace it, then forget it. What makes this scary for the future of our country is that I'm in the tip-top percentile on every standardized test. I'm a model student with a very crappy attitude about learning.
I think a lot of teachers feel like they're teaching to a test. Our response is you teach to a student, you really teach to the kid.
The pursuit of learning is not a piece of content that can be taught. It is a value that teachers model. Only teachers who are avid, internally motivated learners can truly teach their students the joy of learning.
For teachers, getting annual test scores several months after taking the test and in most cases long after the students have departed for the summer sends a message: Here's the data that would have helped you improve your teaching based on the needs of these students if you would have had it in time, but since it's late and there's nothing you can do about it, we'll just release it to the newspapers so they can editorialize again about how bad our schools are.
The focus on just thinking about standardized test scores as being synonymous with achievement for teenagers is ridiculous, right? There are so many things that kids care about, where they excel, where they try hard, where they learn important life lessons, that are not picked up by test scores.
I am relieved that, in my own teaching, I don't have to moderate between high stake teaching and education for the virtues. If I did, I would give students the tools to take the tests but not spend an inordinate amount of time on test prep nor on 'teaching to the test.' If the students, or their parents, want drill in testing, they'd have to go elsewhere. As a professional, my most important obligation is to teach the topic, skills, and methods in ways that I feel are intellectually legitimate.
commenting on baseball players who test positive for steroids: It?s an announced test, so you not only failed the steroid test, you failed the IQ test.
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