A Quote by Derek Bok

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.
When test scores go up, we should worry, because of how poor a measure they are of what matters, and what you typically sacrifice in a desperate effort to raise scores.
Test scores aren't perfect, but having a test score for math or reading or other things that we can objectively measure is a meaningful component that makes a lot of sense.
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.
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.
I was always told that I was good in mathematics, and I guess my grades and standardized test scores supported that. My worst subjects were those that generally involved a lot of reading - English and history. So, having good test scores in math and mediocre ones in reading, I was naturally advised to major in engineering in college.
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.
Students who learn to collaborate and negotiate - on Capitol Hill, in the board room, in everyday life - will outperform peers who have higher test scores.
If you improve education by teaching for competence, eliminating schooling, and connecting with students, the test scores will improve.
I worked on scores. I went to the musical library in Berlin which is very famous. I discovered that we had scores of Beethoven, printed scores of Beethoven, that are full of mistakes. Not the wrong or false notes, but the wrong dynamic, understandable things.
According to research, test scores improved by 17.3% for students regularly engaged in chess classes, compared with only 4.6% for children participating in other forms of enriched activities.
Republicans believe that tax cuts can build buildings, all sorts of miraculous things. A lot of Democrats and liberals believe that spending more money in a school is going to up the test scores, no matter how much evidence there is that it won't, or hasn't.
Man, I wouldn't know where to begin on education reform, but one thing we have to do is add teacher accountability WITHOUT stressing standardized test scores.
You must realize that honorary degrees are given generally to people whose SAT scores were too low to get them into schools the regular way. As a matter of fact, it was my SAT scores that led me into my present vocation in life, comedy.
Scientific research and other studies have demonstrated that arts education can enhance American students' math and language skills and improve test scores which in turn increase chances of higher education and good jobs in the future.
Merit pay has failed repeatedly, and it's no surprise. When you base teacher pay on standardized test scores, you won't improve education; you just promote the high-stakes testing craze that's led parents, students and educators to shout 'Enough!' all across the country.
Have I ever remarked on how completely ridiculous it is to ask high school students to decide what they want to do with the rest of their lives and give them nearly no support in doing so? Support like, say, spending a day apiece watching twenty different jobs and then another week at their top three choices, with salary charts and projections and probabilities of graduating that subject given their test scores? The more so considering this is a central allocation question for the entire economy?
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