Michael rosen testing, testing, don’t question the testing. electricity formulas grade 9


There is testing at KS1 (6 and 7 year olds) and at KS 2 (10 and 11 year olds). npower gas price reduction There may well be ‘Baseline testing’ for four year olds coming down the line soon. gas 76 Secondary schools often feel that that the KS2 tests are not valid or reliable so they administer their own tests – often along the same sort of lines. chapter 7 electricity test In between, and beyond, there is inevitably a huge amount of teaching to the test which – to spell it out – frames knowledge and frames how children think about knowledge because of the questions being asked.

These questions have to have right/wrong answers or one version or another of multiple choice questions. origin electricity faults This is because the DfE demand ‘comparable outcomes’ as if this is a pillar of democracy. In fact, it’s an instrument of control: teachers, pupils and parents are drawn into the seeming significance of these tests as measures of children, teachers and schools and whole communities. electricity estimated bills The tests’ supposedly unquestioned ability to measure what is significant is constantly put to one side. harry mileaf electricity 1 7 pdf The testing, what is tested and how it is tested is forced upon us as being supposedly and unquestionably meaningful and useful.

In fact, as teachers and professionals will tell us there are many significant ways of dealing with knowledge, ideas, thought and feeling., some of them much more significant than the simply right/wrong ones. What’s more, children and school students don’t all have to be constantly assessed or indeed assessed in ways that are instantly marketable(ie the data) or used for ‘comparative outcomes’.

High stakes, summative testing leaves no room for children or society to question the validity of reducing knowledge (and children) to people graded solely according to a right/wrong system of thought. They/we ‘become’ a grade that’s based on this right/wrong way of thinking. gas weed strain And we are forced or conditioned to accept this grade as a final statement about ourselves – even though the test leaves much of who we are, how we think, how we work with others outside of the test, outside of the door.

I find that if I query the basis of a question on a test, or a test as a whole, there is always someone who will come back and ‘explain’ that the given question is in fact ‘reasonable’. (You can find an example of this on the comments thread following my article about using a poem for last year’s KS2 SATs ‘Reading’ paper. I’ve replied to the person with this:

The whole history of power in society is full of ‘reasonable’ acts within which are coercive, punitive policies designed ultimately to sustain that power and not to benefit the mass of people held within that power. It is vital within such systems that they produce an elite which quickly adopts and justifies the system that has enabled them to become the elite."

Ironically, within private education and in the homes of people who don’t think like this – for whatever reason -, other principles are used – enquiry, discovery, fostering curiosity, stimulating informed interpretation, dialogue, questioning, invention (‘creativity’) and emphasis on the arts – music, drama, dance, drawing, painting, 3-D play and using holidays as a time to explore and discover history, geography, biology (‘nature’) in playful ways. It’s schools that are being prevented from doing these things while – yes Ok we can call ourselves ‘Middle class’ parents – are doing these things anyway. Guess who are the big losers in all this? The ones who have to stick with the strait-jacketed – ‘learn this and regurgitate it identically tomorrow’ children.