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Thanks for that reminder, Vitali.
Testing, unless formative, doesn't
measure progress. It measures
the expectations of others.

Do we have to wonder why the
present system is failing so many
students?

Although I like Common Core as
a guide, and I want to know how
I'm progressing to better serve my
students... the present system is just
so obviously flawed. If it lasts, it will
only be as a means of control, not
progress.

On 5/30/15, vitali wrote:
> Or come up with a better idea of what
> makes for real progress..not just a test
> score..which of course has nothing to
> do with cluster teacher curriculum or
> what core teachers should be focusing
> on...
> Just a thought..
>
>
>
> n 5/30/15, LoveTeaching writes:
>> Here's what I noticed about MOSL...
>>
>> Part of a teacher's rating is based on
>> student growth -nothing wrong with
>> that.
>>
>> However, student growth should be
>> measured during the VERY FIRST
> week
>> in Sept. If not, students aren't being
>> measured until after teachers have
>> begun teaching and are actually
> boosting
>> students' initial MOSL scores!
>>
>> Bottom line: I don't think MOSL is
> accurate,
>> or fair because it requires a base
> score that
>> cannot exist (unless teachers stymie
> learning
>> before administering the base test).
>>
>> I realized this, but continued with
> instruction
>> anyway because student progress
> starts from
>> day one -not at the point of
> advantage for
>> teacher evaluation.
>>
>> Another idea: Measure progress from
> June of
>> the previous school year to May of
> the
>> following year.
>>
>> At present, MOSL has too many
> variables to be
>> a reliable measurement.

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