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On 5/31/15, StillLOVETeaching wrote:
> 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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