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Re: Not Everyone Can Become a NBCT
Posted by j on 5/16/08

    Okay, I'm almost laughing too hard to type this, and I hate to
    interupt the latest pissing contest, but doesn't anyone else
    find it humorous that the concepts of "clear, convincing &
    consistant" do not apply to the NBPTS instructions and scoring
    rubrics?
    This feels like one of those classes where someone lectures to
    you for 3 hours on why it's bad teaching to lecture for 3
    hours!

    On 5/16/08, completely untrue wrote:
    > On 5/16/08, NBCT wrote:
    >> This is addressed to NBPTS candidates who did not get a
    >> score of at least 275.
    >>
    >> I apologize for sounding cruel, but you need to ask
    >> yourself if you are a "highly accomplished educator who
    >> meets high and rigorous standards."
    >
    > Why apologize? There was absolutely no point to this
    diatribe other than to be
    > cruel. To debate your points, you may be a lousy teacher
    who simply tests well,
    > just as there are superb teachers who test very poorly. We
    are taught that in the
    > olden days, teachers still used such antiquated methods as
    giving written tests,
    > when all recent studies point to allowing for assessments
    chosen by students
    > that address their multiple intelligences and learning
    styles--and then the
    > NBPTS gives us written assignments and written tests.
    >
    > There is also no clear rubric. I'm sick to death of hearing
    that the assessors are
    > completely objective, when determining if someone has
    accomplished a
    > nebulous task is impossible. The correct answer to 2+2 is
    4. The correct
    > answer to how to best teach 2+2 to children is completely
    subjective. When a
    > rubric is given to students doing a book report, for
    example, it's broken down
    > clearly: 5 points for a cover that includes an
    illustration, title, and author. The
    > rubric for this takes a lot of space to say nothing.
    >
    > I really have to wonder as to your motivations. Do you tell
    your students that,
    > hey, they just might not be very bight if they don't meet
    your particular criteria
    > for good grades in your class?

     
     

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