La familia de falacias "enseñando para el examen"

This article explains the various meanings and ambiguities of the phrase “teaching to the test” (TttT), describes its history and use as a pejorative, and outlines the policy implications of the popular, but fallacious, belief that “high stakes” testing induces TttT which, in turn, produces “test score inflation” or artificial test score gains. The history starts with the infamous “Lake Wobegon Effect” test score scandal in the US in the 1980s. John J. Cannell, a medical doctor, discovered that all US states administering national norm-referenced tests claimed their students’ average scores exceeded the national average, a mathematical impossibility. Cannell blamed educator cheating and lax security for the test score inflation, but education insiders managed to convince many that high stakes was the cause, despite the fact that Cannell’s tests had no stakes. Elevating the high stakes causes TttT, which causes test score inflation fallacy to dogma has served to divert attention from the endemic lax security with “internally administered” tests that should have encouraged policy makers to require more external controls in test administrations. The fallacy is partly responsible for promoting the ruinous practice of test preparation drilling on test format and administering practice tests as a substitute for genuine subject matter preparation. Finally, promoters of the fallacy have encouraged the practice of “auditing” allegedly untrustworthy high-stakes test score trends with score trends from allegedly trustworthy low-stakes tests, despite an abundance of evidence that low-stakes test scores are far less reliable, largely due to student disinterestEste artículo explica los diversos significados y ambigüedades de la frase "enseñar para el examen" (TttT: teaching to the test en inglés), describe su historia y su uso como un peyorativo, y describe las implicaciones políticas de la creencia popular, pero falaz, que las pruebas de a “gran escala” inducen TttT que, a su vez, produce una "inflación en la calificación obtenida en el examen" o ganancias em cuanto a los puntos obtenidos en la prueba. La historia comienza con el infame escándalo de la puntuación de la prueba "Lake Wobegon Effect" en los Estados Unidos en los años ochenta. John J. Cannell, un médico, descubrió que todos los estados de los Estados Unidos que administraban pruebas nacionales con referencias normativas afirmaban que los puntajes promedio de sus estudiantes excedían el promedio nacional, una imposibilidad matemática. Cannell atribuyó a los educadores el engaño y la seguridad laxa por la inflación de la puntuación de los exámenes, pero los expertos en educación lograron convencer a muchos de que las pruebas a gran escala eran la causa, a pesar de que las pruebas de Cannell no tenían ninguna fiabilidad. Exagerar las pruebas a gran escala hace que TttT hace que la falla de la inflación de la puntuación de la prueba al dogma haya servido para desviar la atención de la seguridad laxa endémica con pruebas "internamente administradas" que deberían haber alentado a los responsables políticos a exigir más controles externos en las administraciones de las pruebas. La falacia es en parte responsable de promover la práctica ruinosa en la preparación de las pruebas en el formato de prueba y la administración de pruebas prácticas como un sustituto de la preparación de la materia original. Por último, los promotores de la falacia han fomentado la práctica de "auditar" tendencias de determinadas puntuación en las pruebas a gran escala con las tendencias de puntuación presuntamente confiables de las pruebas de baja exigencia, a pesar de la abundancia de pruebas donde las puntuaciones de las pruebas a menor escala son mucho menos confiables debido al desinterés de los estudiante

A Review of Greene (2002) \u3ci\u3eHigh School Graduation Rates in the United States\u3c/i\u3e

The “Greene Method” of calculating school “graduation rates” and the Manhattan Institute (MI) criticisms of official graduation and completion statistics are outlined and scrutinized. The methodology fails to recognize the complexity of the issue and appears to ignore the considerable efforts that have been undertaken by education statisticians to remediate the problems inherent to these types of data. The Greene method for calculating completion ratios is simulated and found to have little to no reliability. It is recommended that anyone intent on reporting valid and reliable education indicators avoid use of the Greene Method. Accessed 15,627 times on https://pareonline.net from September 20, 2005 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right

Spin flipping a stored polarized proton beam at the IUCF cooler ring

We recently studied the spin flip of a vertically polarized 139 MeV proton beam stored in the IUCF Cooler Ring. We used an rf solenoid to induce a depolarizing resonance in the ring; we flipped the spin by varying the solenoid field’s frequency through this resonance. We found a polarization loss after multiple spin flips less than 0.1% per flip; we also found that this loss increased for very slow frequency changes. This spin flip could reduce systematic errors in stored polarization beam experiments by allowing frequent beam polarization reversals during the experiment. © 1995 American Institute of Physics.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/87514/2/361_1.pd

Analyzing power measurements in elastic proton‐proton scattering at 24 and 400 GeV

Recent measurements of the analyzing power, A, in proton‐proton elastic scattering at 24 GeV/c out to P⟂2=7.1 (GeV/c)2 at the AGS clearly show that A is nonzero and increasing at high P⟂2. An experiment to extend these measurements to 400 GeV and 3 TeV out to P⟂2=8 (GeV/c)2 at the UNK accelerator in Protvino, USSR is also discussed.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/87487/2/994_1.pd

The Council of Chief State School Officers and National Governors Association: Whom do they serve?

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Pack Funders and Strategic Partners: Some Examples

Appendix 4, The Malfunction of US Education Policy: Elite Misinformation, Disinformation, and Selfishness (2023), Rowman & Littlefield Publisher

Jay Mathews' Washington Post Expert Sources

Appendix 9, The Malfunction of US Education Policy: Elite Misinformation, Disinformation, and Selfishness (2023), Rowman & Littlefield Publisher

References

These are the references for the book, The Malfunction of US Education Policy: Elite Misinformation, Disinformation, and Selfishness (2023), Rowman & Littlefield Publisher