Standardization baaaaaad... Curiosity goooooooood

Every month, the English department (like every other discipline) has a dept. meeting. Invariably, the meeting entails reiteration of what the county and/or principal wants us to implement, and then there is the requisite whining. This week, there was a raucous ruckus (see what I did there?) about the new grading policies that will most likely begin next September. Currently, we can basically weight the grades however we want, as long as homework is not a ridiculous amount (I think 15% is the max). However, the administrators on high in their infinite "wisdom" have declared that now, homework and classwork together can now not count for more than 20% of a student's grade. Which means that 80% comes from tests. What happened to all their bitching about not wanting us to "teach to the test"?

On the one hand, I can see where having a student's grade based primarily on their knowledge makes sense, and the practice with which to master this knowledge counts much less. However, students will quickly realize with this system that they can do little to no work in class and at home and they can still most likely earn a passing grade. But what they will fail to realize is that they can only master the information on tests if they spend enough time practicing. Therefore, students who just care about grades and not learning skill sets (which, let's face it, is how most of them think, as do their parents) will not be motivated to ever attend class unless there is a test. (Just like many college students... but that's another subject.)

Furthermore, as one colleague pointed out, this will mean we have to "test the shit out of these kids" in order to get enough data for sufficient grading, which will make them even less engaged in school and more apathetic toward learning in general. Another teacher pointed out that in the city in which he taught before he came here, these standards were implemented, and because of them, teachers had to have a specific number of homework assignments, tests, seminars, etc., and because it was almost impossible to fit all this in and not make themselves (or the students) crazy, teachers ended up randomly calling a classroom activity a test or project, and thus the categories lost all meaning.

Yikes.... I could go on, but I won't. Sooooo glad it's the weekend and there are only four more days of school before Winter Break. Before I sign off, I thought I would share this, with which I agree 100%. That's where we should be headed, not prescribing random percentages to classroom procedures.