As I said before, the best solution for you which is not getting
anyone's stamp of approval, is to just fail them. I was under the
impression that the NB process would've helped you develop
professionally, but it doesn't seem like it did. Shame, shame.

On 6/02/08, Middle School NBCT wrote:
> On 6/02/08, Aly wrote:
>> I figured you'd respond to that one comment, from the entire
>> message.
>
> Who is the "you"? I'm not the writer of the first post that got
> you all riled up. Your inference skills are a little rusty.
>
>
>
> Unfortunately, you did not learn one of the NB
>> standards. Let me quote it for you: Assessment= "Accomplished
>> teachers understand the strengths and weaknesses of different
>> assessment methods, base their instruction on ongoing
>> assessment, and ENCOURAGE students to monitor their own
>> learning."
>
>
> Rather sanctimonious of you to be judge, jury, and hangman. I
> believe I do all of the above and have already been judged an
> exemplary teacher by the NBPTS, my peers, my students, and my
> community. I was not aware that I had to apply for your personal
> stamp of approval. Do you understand the weaknesses of some of
> the alternative assessments that are really no assessment at all?
> I certainly give more than one type of assessment but my job is to
> have high expectations for my students including mastering content
> and concepts. I will not call mediocre performance excellent for
> the sake of "encouragement". Everybody does not get an A.
>
>> This does not mean you can give them 1 test and fail them.
>> Although, that's the easiest way to go. If they "cheat" using
>> different/alternative assessment methods, you need to monitor
>> and assisst them, not punish them because they obviously didn't
>> get it! Group projects encourage socialization skills and self
>> esteem. How can you be against that? Yes, students should
>> receive ample time if needed; especially those who are learning
>> a new language!
>> Yes, I agree that the easiest thing for you would be to just
>> give them that test, and if they fail, they fail. That, on the
>> other hand is what makes U.S. students and ALL students feel
>> they are failures...just look at the drop out rates.
>>
>>
> In general, American children do not suffer from low self-esteem.
> They suffer from being poorly educated. When standardized math
> tests were given to groups of students from various countries,
> American students consistently predicted that they had performed
> well on those tests. Students from other countries expressed
> concern that they had not done well enough. When the tests were
> graded, American students scored lower than most of the other
> countries. Our students feel really good about themselves. They
> don't even know how little they know because many teachers have
> given them the idea that whatever they do is wonderful EVEN WHEN
> IT'S NOT. They are permitted to be completely self-satisfied with
> their ignorance. Our expectations are too low. We have also
> created a generation of children whose lives are not grounded in
> any real self-knowledge.
>
>
>
>> On 5/24/08, Middle School NBCT wrote:
>>> On 5/24/08, NBCT on 5/16/08 wrote
>>>>
>>>>
>>>> Reality Check: For most people, the AC is very stressful
>>>> and not everyone is a great test taker. Would you fail your
>>>> students who demonstrate their academic abilities in many
>>>> ways using alternative assessments, but are not great test
>>>> takers?
>>>>
>>>
>>> There is no scientific proof that anything called a bad test
>>> taker actually exists. We have allowed students to do group
>>> cheat projects and creative "alternative assessments" until
>>> the assessment has lost any relationship to the reality of
>>> content mastered. We give students a distorted sense of
>>> reality when we allow "ample time" to finish all tests. In
>>> life there are time limits and there are tests.
>>>
>>>>
>>>> My response to your question: Should students who work hard
>>>> but never master the material get an A?
>>>> You say NO, I wholeheartedly say YES! As stated before,
>>>> each student learns differently and it is your job as a
>>>> teacher to make sure you meet their individual need. Giving
>>>> them a test at the end of the lesson to determine whether or
>>>> not they mastered the material should not be your only way
>>>> of assessing. If the "students worked hard" as you said,
>>>> never master the material, you may need to reflect on your
>>>> teaching. It may be your teaching styles that need
>>>> adjusting.
>>>>
>>>
>>> Excuse me! You feel every child should get an A or it's the
>>> teacher's fault! Teachers and parents like you are the reason
>>> that U. S. students aren't cutting it in competition with the
>>> rest of the world. We have a generation of students who
>>> believe whatever they give you is good enough. They can't tell
>>> mediocrity from excellence because no matter what they do they
>>> are praised. We don't want to hurt their self-esteem. We
>>> give every kid on the team a trophy even when they have no
>>> athletic talent. We now give every kid a good grade even when
>>> their academic achievement does not merit it? Lady, you're
>>> wrong!

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