http://www.kentucky.com/210/story/725726.html

 

It appears to be official. As a middle school teacher I am thrilled that writing portfolios are out.

 

Thoughts?

As the husband of a middle-school health teacher, I am wondering about the "de-emphasis", if you will, of certain areas of study.

Admittedly, I don't have experience with the CATS testing system either as a parent, student or educator. But from the outside looking it, this seems to be an opportunity to rework the plan and improve.

I'm interested to read the opinions of posters here.

The intent to do good may have been there when it passed back in 1990, but it was a flawed system from the beginnning. What it became over the years had little in common to what it was in the beginning.

There was no incentive for the students to buy in, as there was no reward for doing a good job on the test and no penalty for blowing it off, as many did, even good students. In the end it was never about education, just getting a score. Some wanted it to be about education, but it was just about getting a higher score. It was not about education. And yes there is difference in actually educating someone and teaching them how to jump through a few hoops to get a better score.

The intent to do good may have been there when it passed back in 1990, but it was a flawed system from the beginnning. What it became over the years had little in common to what it was in the beginning.

There was no incentive for the students to buy in, as there was no reward for doing a good job on the test and no penalty for blowing it off, as many did, even good students. In the end it was never about education, just getting a score. Some wanted it to be about education, but it was just about getting a higher score. It was not about education. And yes there is difference in actually educating someone and teaching them how to jump through a few hoops to get a better score.

 

:thumb:

:dancingpa

The intent to do good may have been there when it passed back in 1990, but it was a flawed system from the beginnning. What it became over the years had little in common to what it was in the beginning.

There was no incentive for the students to buy in, as there was no reward for doing a good job on the test and no penalty for blowing it off, as many did, even good students. In the end it was never about education, just getting a score. Some wanted it to be about education, but it was just about getting a higher score. It was not about education. And yes there is difference in actually educating someone and teaching them how to jump through a few hoops to get a better score.

 

You are right on the money here. Schools are held accountable for the students scores, yet the students have no accountability for the test themselves. When a student decides they don't want to do their best on the test do you know what their teachers can do? Nothing, absolutely nothing. We are forbidden to do much of anything during "testing" other than saying things like "Do your best." If Student A doesn't want to try then they don't have to, and who takes the brunt? The schools. Should schools and teachers be accountable, yes. Is this the system that made that a "fair process?" No.

 

That is not to say that we are innocent either. "Teaching to the test" is a reality and I hope whatever system is put in place will prevent that from continuing. I for one am excited and hopeful at the future prospects.

You are right on the money here. Schools are held accountable for the students scores, yet the students have no accountability for the test themselves. When a student decides they don't want to do their best on the test do you know what their teachers can do? Nothing, absolutely nothing. We are forbidden to do much of anything during "testing" other than saying things like "Do your best." If Student A doesn't want to try then they don't have to, and who takes the brunt? The schools. Should schools and teachers be accountable, yes. Is this the system that made that a "fair process?" No.

 

That is not to say that we are innocent either. "Teaching to the test" is a reality and I hope whatever system is put in place will prevent that from continuing. I for one am excited and hopeful at the future prospects.

 

:thumb:

 

 

I would have felt even better if the original Senate proposal would have passed, basically one norm referenced test. I still have concerns, but I am also excited to see this reform.

 

A few concerns:

 

The house wanted to keep open responses and I saw no mention of their removal. Subjective scoring should have no place in results used to judge a school. At least the portfolio scores will be removed.

 

I am not confident that they will add student accountability to the new system.

 

I would have liked for them to hash out more of these details, before passing the bill.

Maybe it will allow teachers to get back to teaching the basics instead of teaching the test.

:thumb:

 

 

I would have felt even better if the original Senate proposal would have passed, basically one norm referenced test. I still have concerns, but I am also excited to see this reform.

 

A few concerns:

 

The house wanted to keep open responses and I saw no mention of their removal. Subjective scoring should have no place in results used to judge a school. At least the portfolio scores will be removed.

 

I am not confident that they will add student accountability to the new system.

 

I would have liked for them to hash out more of these details, before passing the bill.

 

Concern 1: Agree, subjective scoring defeats the purpose of a measurement.

Concern 2: I agree, but hope you are wrong. If the test means nothing to the students then that is not a good thing.

Maybe it will allow teachers to get back to teaching the basics instead of teaching the test.

 

:thumb:

My children grew up with the CATS system. I am glad it is gone for the reason mentioned above.

In my opinion, it is more an admission of the dismal failure of the school systems than it is a "rectifying" of an old inherent flaw. The schools saw they would not make proficiency by 2014, so rather than face that they simply lobbied the legislature and scrapped the system.

 

Same thing they did in re-defining what constitutes "underprivileged," same thing they did in re-defining qualifications for IEP's . . . each time it appears the schools will fail, they lobby to change the rules. This is simply the penultimate admission of that.

 

If we are going to scrap everything, lets do it wholesale and convert to a Germanic system of schooling.

In my opinion, it is more an admission of the dismal failure of the school systems than it is a "rectifying" of an old inherent flaw. The schools saw they would not make proficiency by 2014, so rather than face that they simply lobbied the legislature and scrapped the system.

 

Same thing they did in re-defining what constitutes "underprivileged," same thing they did in re-defining qualifications for IEP's . . . each time it appears the schools will fail, they lobby to change the rules. This is simply the penultimate admission of that.

 

If we are going to scrap everything, lets do it wholesale and convert to a Germanic system of schooling.

 

Your post has a lot of merit, I believe you may be pointing the wrong direction however. If the schools had the power to scrap CATS, they would have done it long before this. It is an admission of the failure of CATS by the education department and state legislature IMO. This is something I predicted long ago would happen before 2014 the deadline year for proficiency.

 

I for one, would love for the US let alone KY, to adapt to an educational system from Germany or a few other leading nations. The biggest problem we have, is our underlying statement. All students can achieve at a high level. Even this may be true, if you channel them into schools and fields appropriate for them. But, that is labeled as the great Satan on all levels of our Government.

As the husband of a middle-school health teacher, I am wondering about the "de-emphasis", if you will, of certain areas of study.

 

As a PE/Health teacher, I am right there with you. Sounds like they want to get rid of PLVS and the Arts. I am worried that if those areas aren't being tested, then they will be the first to go when the money is not there.