Assessment In Education Quotes

educators best serve students by helping them be more self-reflective. The only way any of us can improve—as Coach Graham taught me—is if we develop a real ability to assess ourselves. If we can’t accurately do that, how can we tell if we’re getting better or worse?

...none of us will have forgotten that lesson. What matters is not the facts but how you discover and think about them: education in the true sense, very different from today's assessment-mad exam culture.

In a culture that prizes the can-do, self-starter attitude, to be a pessimist is simply to be a complainer – if you’re not part of the solution, then you’re part of the problem. To live in such a culture is to constantly live in the shadow of an obligatory optimism, a novel type of coercion that is pathologized early on in child education in the assessment: “Does not like to play with others.

Education itself is Marketing--marketing tools and perspectives to people who don't necessarily realize why they need them, how it will serve them, what they might accomplish with them. And, ensuingly, Marketing itself is Education (with no attempt to assess the value of what is being marketed).

One problem with the systems of assessment that use letters and grades is that they are usually light on description and heavy on comparison. Students are sometimes given grades without really knowing what they mean, and teachers sometimes give grades without being completely sure why. A second problem is that a single letter or number cannot convey the complexities of the process that it is meant to summarize. And some outcomes cannot be adequately expressed in this way at all. As the noted educator Elliot Eisner once put it, “Not everything important is measurable and not everything measurable is important.

He knows that a lot of the literary people in college see books primarily as a way of appearing cultured. ... Connell's initial assessment of the reading was not disproven. It was culture as class performance, literature fetishized for its ability to take educated people on false emotional journeys, so that they might afterward feel superior to the uneducated people whose emotional journeys they liked to read about. Even if the writer himself was a good person, and even if his book really was insightful, all books were ultimately marketed as status symbols, and all writers participated to some degree in this marketing. Presumably this was how the industry made money. Literature, in the way it appeared at these public readings, had no potential as a form of resistance to anything. Still, Connell went home that night and read over some notes he had been making for a new story, and he felt the old beat of pleasure inside his body, like watching a perfect goal, like the rustling movement of light through leaves, a phrase of music from the window of a passing car. Life offers up these moments of joy despite everything.

The game isn't big enough unless it scares you a little. Cmdr. William Riker

Most of what our students need to know hasn’t been discovered or invented yet. “Learning how to learn” used to be an optional extra in education; today, it’s a survival skill.

If we take the position that an assessment that veganism is morally preferable to vegetarianism is not possible because we are all “on our own journey,” then moral assessment becomes completely impossible or is speciesist. It is impossible because if we are all “on our own journey,” then there is nothing to say to the racist, sexist, anti-semite, homophobe, etc. If we say that those forms of discrimination are morally bad, but, with respect to animals, we are all “on our own journey” and we cannot make moral assessments about, for instance, dairy consumption, then we are simply being speciesist and not applying the same moral analysis to nonhumans that we apply to the human context.

Connell's initial assessment of the reading was not disproven. It was a culture as class performance, literature fetishized for its ability to take educated people on false emotional journeys, so that they might afterward feel superior to the uneducated people whose emotional journeys they liked to read about.

In judging our progress as individual we tend to concentrate on external factors such as one's social position, influence and popularity, wealth and standard of education. These are, of course, important in measuring one's success in material matters and it is perfectly understandable if many people exert themselves mainly to achieve all these. But internal factors may be even more crucial in assessing one's development as a human being. Honesty, sincerity, simplicity, humility, pure generosity, absence of vanity, readiness to serve others - qualites which are within reach of every soul - are the foundation of one's spiritual life.

Your old grade book is a waste of space and time. Don't hesitate; just throw it Out.

Use two-way communication on oral exams to check the students' knowledge, not their attitudes. Checking attitudes can lead to the slippery area of subjective assessment.

Assessment is about teachers and not about students.

The democratization of media means that anyone with a phone can become a celebrity. Our short-sighted focus on self-esteem in children means that everyone gets a trophy, universities and education are “brands” instead of places of learning, standardized tests are used to assess wisdom, and grade inflation is rampant. The tribe has been replaced with followers and likes. Our economy, our bodies, our health, our children, and frankly our psyches are in big trouble.

Assessment in this spirit does not concern assignment of grades or evaluation of whether instruction was effective. It's assessment designed squarely to feed into the learning process and make the learning stronger.

Being supportive and building students’ confidence is not accomplished by blindly telling them they are doing a great job every day.  It involves assessing weaknesses and strengths and delivering feedback in a timely manner so that they can build their skills to complete the task at hand.

For me, all those systematic Bureaucracies of traditional schools jaded me. For me, I still couldn’t understand why we have to have a factory style education for children living in the 21st century. Why hold them in place, asking them to read and repeat and giving them a number of tasks to finish? I still have no idea how exams and objective assessments could measure human behavior or intelligence. Is it some kind of barcoding human aptitude? Is it ethical anyway?

Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.

The theory helps to restore a kind of justice that we may not ourselves directly be able to administer. The explanation of the origins of nastiness changes how we assess our opponent. No longer are they necessarily strong and impervious. We have not been able to punish them, but the universe has in a sense, and the clearest evidence for the sentence lies in the unhappiness that is powering their attacks. They have not got away with injuring us; their punishment lies in the pain they must be enduring in order to have such an urgent need to lash out. We, who have no wish to hurt, are in fact the stronger party; we, who have no wish to diminish others, are truly powerful. We can move from

Playing to passion when you can will keep students motivated and working toward mastery.

Students would be assessed on effort rather than skill. You didn't have to be a natural athlete to do well in gym.

For whatever reason, we feel that we need more training, more education, more skills assessments, more time, or more money. We don’t. We are the answers to others’ prayers.

At the gala, before he made his exit, Jim told the audience, “I like to think of this problem of homelessness as a prism held up to society, and what we see refracted are the weaknesses in our health care system, our public health system, our housing system, but especially in our welfare system, our educational system, and our legal system—and our corrections system. If we’re going to fix this problem, we have to address the weaknesses of all those sectors.” It was a bleak assessment, implying that the only cure for homelessness would be an end to many of the country’s deep, abiding flaws.

Psychologists at the University of British Columbia in Vancouver, Canada, found that the better educated and wealthier a nation is, the less likely its population is to believe in a higher being. The Global Index of Religion and Atheism also assessed that poverty was a key indicator of a society’s tendency towards religion – so that poorer countries tend to be the most religious. The one exception to the rule? America. But in the strongly religious USA, despite the country’s wealth, there’s no universal healthcare, little job security, and a flimsy social welfare safety net. This means that the USA has a lot more in common with developing countries than she might like to think. Researchers from the University of British Columbia suggest that people are less likely to need the comfort of a god if they’re living somewhere stable, safe and prosperous.

The faculty and students share ownership of the learning outcomes; the students assume responsibility for their learning, and the faculty assumes responsibility for providing appropriate resources for that learning.

Studies that assess education at Time 1 and wealth at Time 2, holding all else constant, suggest that investing in education really does make countries richer. At least it does if the education is secular and rationalistic.

Jim told the audience, “I like to think of this problem of homelessness as a prism held up to society, and what we see refracted are the weaknesses in our health care system, our public health system, our housing system, but especially in our welfare system, our educational system, and our legal system—and our corrections system. If we’re going to fix this problem, we have to address the weaknesses of all those sectors.” It was a bleak assessment, implying that the only cure for homelessness would be an end to many of the country’s deep, abiding flaws.

This strange new test called PISA, which stood for the Program for International Student Assessment. Instead of a typical test question, which might ask which combination of coins you needed to buy something, PISA asked you to design your own coins, right there in the test booklet.

In the end, educators best serve students by helping them be more self-reflective. The only way any of us can improve—as Coach Graham taught me—is if we develop a real ability to assess ourselves. If we can’t accurately do that, how can we tell if we’re getting better or worse? Some

Attitude-changing curriculum programs can be assessed in a number of ways, including (1) how effective they are in the specific area in which they claim to be effective (drug prevention, for example), (2) the academic and emotional costs they entail, and (3) their wider social consequences. Remarkably

You may ask whether I have changed my own educational practice and assessment. I have. There are no “final” exams at the end of the semester in my classes. Instead, I split my courses up into thirds so that students only have to study a handful of lectures at a time. Furthermore, none of the exams are cumulative. It’s a tried-and-true effect in the psychology of memory, described as mass versus spaced learning. As with a fine-dining experience, it is far more preferable to separate the educational meal into smaller courses, with breaks in between to allow for digestion, rather than attempt to cram all of those informational calories down in one go. In

Educational achievements of US students (or a lack thereof) are scrutinized with every new edition of the Organisation for Economic Co-operation and Development’s Program for International Student Assessment, or PISA. The latest results (2018) for 15-year-olds show that, in math, the United States ranks just below Russia, Slovakia, and Spain, but far

Maybe you’ve noticed what I’ve noticed, and thought it strange, or dismissed it as youthful foolishness or that you were missing some critical piece of information that would reveal itself with age and wisdom – that is: every single teacher believes feverishly in the importance of the content of their class, and furthermore, believes that their assessment of you in their class is a direct measure of your capacity for future success, while simultaneously not having a clue as to the content of virtually any other discipline in the school. They will boldly state things like, That’s math, I’m an English teacher or That’s literature, I’m a biology teacher, practically admitting out loud that nothing learned in school is important (except, of course, the course they are teaching).

A truly multicultural nation ruled by multiculturalists would not have Christianity as its unofficial standard religion. It would not have suits as its standard professional attire. English would not be its standard language or be assessed by standardized tests. Ethnic Studies would not be looked upon as superfluous to educational curricula. Afrocentric scholars and other multicultural theorists, lecturing on multiple cultural perspectives, would not be looked upon as controversial. No cultural group would be directly and indirectly asked to learn and conform to any other group’s cultural norms in public in order to get ahead. A nation of different-looking people is not automatically multicultural or diverse if most of them practice or are learning to practice the same culture.

In the United States, a consistent finding from the National Assessment of Educational Progress is that students at all levels of testing (ages nine, thirteen, and seventeen) are generally able to show mastery of the procedures taught, but struggle to apply their knowledge to problem-solving situations that are not clear-cut matters of applying a rule (Carpenter, Corbitt, Kepner, Lindquist, & Reys, 1980).

Exams do not assess anything significant to the future of children, because no one knows how to assess or measure the key factors to the future success of any person, child or adult. They are a closed system; tests exist for their own sake. They measure the ability of the entire school community—children, parents, teachers, administrators—to focus all their efforts on producing good results on tests! Nothing more, nothing less. To

I hope that the examples I have given have gone some way towards demonstrating that pedestrian touring in the later 1780s and the 1790s was not a matter of a few 'isolated affairs', but was a practice of rapidly growing popularity among the professional, educated classes, with the texts it generated being consumed and reviewed in the same way as other travel literature: compared, criticised for inaccuracies, assessed for topographical or antiquarian interest, and so on.

A healthy and ideal system of education would be where a teacher would patiently impart knowledge, instead of curriculum, upon the students, only after assessing their acceptability – where a student would acquire knowledge in order to learn, not to earn – where the parents would be willing to make necessary sacrifices in order to adorn their child with curiosity and thereafter nourish that curiosity, regardless of how absurdly impractical it becomes to the eyes of the society.

What makes the SAT bad is that it has nothing to do with what kids learn in high school. As a result, it creates a sort of shadow curriculum that furthers the goals of neither educators nor students.… The SAT has been sold as snake oil; it measured intelligence, verified high school GPA, and predicted college grades. In fact, it’s never done the first two at all, nor a particularly good job at the third.” Yet students who don’t test well or who aren’t particularly strong at the kind of reasoning the SAT assesses can find themselves making compromises on their collegiate futures—all because we’ve come to accept that intelligence comes with a number. This notion is pervasive, and it extends well beyond academia. Remember the bell‐shaped curve we discussed earlier? It presents itself every time I ask people how intelligent they think they are because we’ve come to define intelligence far too narrowly. We think we know the answer to the question, “How intelligent are you?” The real answer, though, is that the question itself is the wrong one to ask.

The suggestion that the normal human brain has an almost infinite capacity is important: it means that almost everyone is educable. Given enough time and the right opportunities, everyone can learn anything. It is a sad commentary on the training and teaching profession that so many people feel that they are incapable of learning; surely our teaching and instruction is at fault when we reject someone as a failure. How can we say they have not learned when we have used only a small part of the learner's mental capacity. Mea culpa.

This difference between Eastern and Western education can be traced to the disparity that divides Muslim immigrants from their children. Islamic cultures tend to establish people of high status as authorities whereas the authority in Western culture is reason itself. These alternative seats of authority permeate the mind, determining the moral outlook of whole societies. When authority is derived from position rather than reason, the act of questioning leadership is dangerous because it has the potential to upset the system. Dissention is reprimanded and obedience in rewarded. Correct and incorrect courses of action are assessed socially, not individually. A person’s virtue is thus determined by how well he meets social expectations, not by an individual determination of right and wrong. Thus positional authority yields a society that determines right and wrong based on honor and shame. On the other hand, when authority is derived from reason, questions are welcome because critical examination sharpens the very basis of authority. Each person is expected to criticially examine his own course of action. Correct and incorrect courses of action are assessed individually. A person’s virtue is determined by whether he does what he knows to be right and wrong. Rational authority creates a society which determines right and wrong based on innocence and guilt. Much of the West’s inability to understand the East stems from the paradigmatic schism between honor/ shame cultures and innocence/ guilt cultures. Of course, the matter is quite complex, and elements of both paradigms are present in both the East and the West. But the honor/ shame spectrum is the operative paradigm that drives the East and it is hard for Westerners to understand.

Assessment can be either formal and/or informal measures that gather information. In education, meaningful assessment is data that guides and informs the teacher and/or stakeholders of students' abilities, strategies, performance, content knowledge, feelings and/or attitudes. Information obtained is used to make educational judgements or evaluative statements. Most useful assessment is data which is used to adjust curriculum in order to benefit the students. Assessment should be used to inform instruction. Diagnosis and assessment should document literacy in real-world contexts using data as performance indicators of students' growth and development.

But what set Steuben apart from his contemporaries was his schooling under Frederick the Great, Prince Henry, and a dozen other general officers. He had learned from the best soldiers in the world how to gather and assess intelligence, how to read and exploit terrain, how to plan marches, camps, battles, and entire campaigns. He gleaned more from his seventeen years in the Prussian military than most professional soldiers would in a lifetime. In the Seven Years’ War alone, he built up a record of professional education that none of his future comrades in the Continental Army—Horatio Gates, Charles Lee, the Baron Johann de Kalb, and Lafayette included—could match.

Connell’s initial assessment of the reading was not disproven. It was culture as class performance, literature fetishised for its ability to take educated people on false emotional journeys, so that they might afterwards feel superior to the uneducated people whose emotional journeys they liked to read about. Even if the writer himself was a good person, and even if his book really was insightful, all books were ultimately marketed as status symbols, and all writers participated to some degree in this marketing. Presumably this was how the industry made money. Literature, in the way it appeared at these public readings, had no potential as a form of resistance to anything.

Psychologists at the University of British Columbia in Vancouver, Canada, found that the better educated and wealthier a nation is, the less likely its population is to believe in a higher being. The Global Index of Religion and Atheism also assessed that poverty was a key indicator of a society's tendency towards religion - so that poorer countries tend to be the most religious. The one exception to the rule? America. But in the strongly religious USA, despite the country's wealth, there's no universal healthcare, little job security, and a flimsy social welfare safety net. This means that the USA has a lot more in common with developing countries than she might like to think.

Apokatastasis, as is clear from some passages cited and many others, depends on illumination and instruction, which goes hand in hand with correction. This is fully consistent with Origen's ethical intellectualism, a Platonic-Socratic and Stoic heritage that is found in other Fathers as well, such as Gregory of Nyssa. How one behaves depends on what one knows and how one thinks and regards reality; will depends on the intellect and is not an autonomous force. As a consequence, evil is never chosen qua evil, but because it is mistaken for a good, out of an error of judgment, due to insufficient knowledge and/or obnubilation (e.g., Hom. 1 in Ps. 37.4; Hom. in Ez. 9.1). Hence the importance of instruction. If one's intellect is illuminated, and achieves the knowledge of the Good, one will certainly adhere to the Good. Apokatastasis itself, as the end of Book 2 of Περὶ ἀρχῶν, is described as an illumination and a direct vision of the truth, as opposed to the mere 'shadows' that the logika knew beforehand (Origen is reminiscent not only of Plato's Cave myth, but also of 1 Tim 2:4-6, that God wants all humans to reach the knowledge of the truth, and of 1 Cor 13:12 on eventually knowing God 'face to face'). Only with full knowledge is choice really free, and a choice done with full knowledge is a choice for the Good. A choice for evil is not really free: it results from obnubilation, ignorance, and passion. This is why Origen was convinced that divine providence will bring all logika to salvation by means of education and rational persuasion, instruction and illumination – or fear of punishments, but only initially, when reason is not yet developed, and not by means of compulsion, since the adhesion to the Good must be free, and to be free it must rest on a purified intellectual sight. This is why for Origen divine providence will lead all to salvation, but respecting each one's free will; each logikon will freely adhere to God, and to do so each will need its own times, according to its choices and development, so that both divine justice first and then divine grace are saved. (pp. 178-179)

Jobs also attacked America’s education system, saying that it was hopelessly antiquated and crippled by union work rules. Until the teachers’unions were broken, there was almost no hope for education reform. Teachers should be treated as professionals, he said, not as industrial assembly- line workers. Principals should be able to hire and fire them based on how good they were. Schools should be staying open until at least 6 p.m. and be in session eleven months of the year. It was absurd, he added, that American classrooms were still based on teachers standing at a board and using textbooks. All books, learning materials, and assessments should be digital and interactive, tailored to each student and providing feedback in real time.

Child psychologists Betty Hart and Todd Risley learned the same thing when they recorded hundreds of hours of interactions between children and adults in forty-two families from across a wide socioeconomic spectrum and assessed the children’s development from nine months to three years. Children in well-to-do families, whose parents were typically college-educated professionals, heard an average of 2,153 words an hour spoken to them. In contrast, the children of low-income families heard an average only 616 words per hour. By their third birthday, the children in well-to-do families heard 30 million more words than economically deprived children and the amount of conversation parents had with their infants was directly proportional to IQ test scores assessed at three years of age and the performance in school of these children at ages nine and ten. (Hart and Risley 2003) The exciting part is that Hart and Risley’s research has spawned conscious parenting initiatives thanks to technology in the form of LENA (Language Environment Analysis) devices. LENA devices work like pedometers except they keep track of words rather than steps. The Thirty Million Words Initiative in Chicago is making LENA devices available to parents so they can track the numbers of words they expose their children to. After six weeks, researchers in Chicago found a 32 percent increase in the number of words the children heard. Says Dr. Dana Suskind, Director of the Thirty Million Words Initiative: “Every parent has the ability to grow their children’s brain and impact their future.” (Suskind 2013)

When it comes to assessment, the traditional model of assessment is assessment for learning. What people like to talk about now is that the twenty-first-century model is assessment of learning. But if assessment is merely the way we are able to determine how much learning has occurred, then the ultimate goal is assessment as learning, where assessment occurs in real time and is the process by which people reflect on their own thinking and diagnose how they’ve changed. There are schools that do this. There’s a remarkable school in New Hampshire that, for them, the thing that matters the most is that people who graduate from their school have seventeen specific habits of mind and work—everything from collaboration and leadership to curiosity and wonder. They’ve developed these really thoughtful behavioral rubrics that break down each of those habits by subskills.

Gradually and reluctantly, however, I realized that the wrath directed at elitism has less to do with money than with populist, egalitarian scorn for the very kinds of intellectual distinction-making I hold most dear: respect and even deference toward leadership and position; esteem for accomplishment, especially when achieved through long labor and rigorous education; reverence for heritage, particularly in history, philosophy, and culture; commitment to rationalism and scientific investigation; upholding of objective standards; most important, the willingness to assert unyieldingly that one idea, contribution or attainment is better than another. The worst aspect of what gets called “political correctness” these days is the erosion of the intellectual confidence needed to sort out, and rank, competing values. It used to be that intellectual debate centered on the results of such assessment.

New bureaucracy takes the form not of a specific, delimited function performed by particular workers but invades all areas of work, with the result that – as Kafka prophesied – workers become their own auditors, forced to assess their own performance. Take, for example, the ‘new system’ that OFSTED (Office for Standards in Education) uses to inspect Further Education colleges. Under the old system, a college would have a ‘heavy’ inspection once every four years or so, i.e. one involving many lesson observations and a large number of inspectors present in the college. Under the new, ‘improved’ system, if a college can demonstrate that its internal assessment systems are effective, it will only have to undergo a ‘light’ inspection. But the downside of this ‘light’ inspection is obvious – surveillance and monitoring are outsourced from OFSTED to the college and ultimately to lecturers themselves, and become a permanent feature of the college structure (and of the psychology of individual lecturers). The difference between the old/heavy and new/light inspection system corresponds precisely to Kafka’s distinction between ostensible acquittal and indefinite postponement, outlined above. With ostensible acquittal, you petition the lower court judges until they grant you a non-binding reprieve. You are then free from the court, until the time when your case is re-opened. Indefinite postponement, meanwhile, keeps your case at the lowest level of the court, but at the cost of an anxiety that has never ends. (The changes in OFSTED inspections are mirrored by in the change from the Research Assessment Exercise to the Research Excellence Framework in higher education: periodic assessment will be superseded by a permanent and ubiquitous measurement which cannot help but generate the same perpetual anxiety.)

Finnish education appears paradoxical to outside observers because it seems to break a lot of the rules. In Finland, “less is more.” Children don’t start academics1 until the year they turn seven. They have a lot of recess (ten to fifteen minutes every forty-five minutes, even through high school), shorter school hours than we do in the United States (Finnish children spend nearly three hundred fewer hours2 in elementary school per year than Americans), and the lightest homework load of any industrialized nation. There are no gifted programs, few private schools, and no high-stakes national standardized tests. Yet over the past decade, Finland has consistently performed at the top on the Program for International Student Assessment (PISA), a standardized test given to fifteen-year-olds in nations around the world. While American children3 usually hover around the middle of the pack on this test, Finland’s excel.

Connell’s initial assessment of the reading was not disproven. It was culture as class performance, literature fetishised for its ability to take educated people on false emotional journeys, so that they might afterwards feel superior to the uneducated people whose emotional journeys they liked to read about. Even if the writer himself was a good person, and even if his book really was insightful, all books were ultimately marketed as status symbols, and all writers participated to some degree in this marketing. Presumably this was how the industry made money. Literature, in the way it appeared at these public readings, had no potential as a form of resistance to anything. Still, Connell went home that night and read over some notes he had been making for a new story, and he felt the old beat of pleasure inside his body, like watching a perfect goal, like the rustling movement of light through leaves, a phrase of music from the window of a passing car. Life offers up these moments of joy despite everything.

Interviewer: Have you ever felt as if there was a struggle going on inside of you as to who you really are? Patient: Yes, for years, and I still can't find out who the fuck am I, man. Excuse my language, doctor. I don't know who the fuck l am. Interviewer: What do you mean by that? Patient: Who is [A.B.]? Who the fuck am I? I don't know. I don't know who I am. I really don't know who I am. I look at the rest of my family and I say, "I ain't part of this family, man, this can't be. They're all different than me. They also look alike, but they look different to me." (SCID-D interview, unpublished transcript) As the preceding example indicates, the theme of puzzlement is characteristic of patients at all levels of educational achievement and verbal ability. The clinician should be alert to the presence of this theme in the self-descriptions of all patients endorsing dissociative symptoms, not just in those of patients who completed a college degree or who are accustomed to introspection and self-analysis.

For instance, there was the case of Nancy Schmeing, who had recently earned her doctorate in physics at the Massachusetts Institute of Technology. Incredibly, Schmeing failed the reading comprehension section of the new [Massachusetts] teacher test, which required one to quickly read short essays and then choose the one "best" answer among those provided by the test maker. The exam supposedly assessed one's ability to boil down the essential meanings of prose. Schmeing's failing the reading section created a small furor about the test's credibility. After graduating from MIT, Schmeing worked as a technical consultant, translating engineering, science, and business documents for clients around the world. Thus, the very nature of her work necessitated the ability to find essential meanings in written texts, to comprehend a writer's purpose, and so forth. Moreover, Schmeing was a Fulbright scholar, had graduated magnum cum laude from college ... Schmeing's failure simply defied common sense, fueling concerns over the exam's predictive validity.

The modern educational system provides numerous other examples of reality bowing down to written records. When measuring the width of my desk, the yardstick I am using matters little. My desk remains the same width regardless of whether I say it is 200 centimetres or 78.74 inches. However, when bureaucracies measure people, the yardsticks they choose make all the difference. When schools began assessing people according to precise marks, the lives of millions of students and teachers changed dramatically. Marks are a relatively new invention. Hunter-gatherers were never marked for their achievements, and even thousands of years after the Agricultural Revolution, few educational establishments used precise marks. A medieval apprentice cobbler did not receive at the end of the year a piece of paper saying he has got an A on shoelaces but a C minus on buckles. An undergraduate in Shakespeare’s day left Oxford with one of only two possible results – with a degree, or without one. Nobody thought of giving one student a final mark of 74 and another student 88.6

He knows that a lot of the literary people in college see books primarily as a way of appearing cultured. When someone mentioned the austerity protests that night in the Stag’s Head, Sadie threw her hands up and said: Not politics, please! Connell’s initial assessment of the reading was not disproven. It was culture as class performance, literature fetishized for its ability to take educated people on false emotional journeys, so that they might afterward feel superior to the uneducated people whose emotional journeys they liked to read about. Even if the writer himself was a good person, and even if his book really was insightful, all books were ultimately marketed as status symbols, and all writers participated to some degree in this marketing. Presumably this was how the industry made money. Literature, in the way it appeared at these public readings, had no potential as a form of resistance to anything. Still, Connell went home that night and read over some notes he had been making for a new story, and he felt the old beat of pleasure inside his body, like watching a perfect goal, like the rustling movement of light through leaves, a phrase of music from the window of a passing car. Life offers up these moments of joy despite everything.

Study Questions Define the terms deaf and hard of hearing. Why is it important to know the age of onset, type, and degree of hearing loss? What is the primary difference between prelingual and postlingual hearing impairments? List the four major types of hearing loss. Describe three different types of audiological evaluations. What are some major areas of development that are usually affected by a hearing impairment? List three major causes of hearing impairment. What issues are central to the debate over manual and oral approaches? Define the concept of a Deaf culture. What is total communication, and how can it be used in the classroom? Describe the bilingual-bicultural approach to educating pupils with hearing impairments. In what two academic areas do students with hearing impairments usually lag behind their classmates? Why is early identification of a hearing impairment critical? Why do professionals assess the language and speech abilities of individuals with hearing impairments? List five indicators of a possible hearing loss in the classroom. What are three indicators in children that may predict success with a cochlear implant? Identify five strategies a classroom teacher can use to promote communicative skills and enhance independence in the transition to adulthood. Describe how to check a hearing aid. How can technology benefit individuals with a hearing impairment?

When a high IQ-test score is accompanied by subpar performance in some other domain, this is thought "surprising," and a new disability category is coined to name the surprise. So, similarly, the diagnostic criterion for mathematics disorder (sometimes termed dyscalculia) in DSM IV is that "Mathematical ability that falls substantially below that expected for the individual's chronological age, measured intelligence, and age-appropriate education" (p. 50)- The logic of discrepancy-based classification based on IQ-test performance has created a clear precedent whereby we are almost obligated to create a new disability category when an important skill domain is found to be somewhat dissociated from intelligence. It is just this logic that I exploited in creating a new category of disability- dysrationalia.T he proposed definition of the disability was as follows: Dysrationalia is the inability to think and behave rationally despite adequate intelligence. It is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in belief formation, in the assessment of belief consistency, and/or in the determination of action to achieve one's goals. Although dysrationalia may occur concomitantly with other handicapping conditions (e.g., sensory impairment), dysrationalia is not the result of those conditions. The key diagnostic criterion for dysrationalia is a level of rationality, as demonstrated in thinking and behavior, that is significantly below the level of the individual's intellectual capacity (as determined by an individually administered IQ test).

The reformers believe that scores will go up if it is easy to fire teachers and if unions are weakened. But is this true? No. The only test scores that can be used comparatively are those of the National Assessment of Educational Progress, because it is a no-stakes test. No one knows who will take it, no one knows what will be on the test, no student takes the full test, and the results are not reported for individuals or for schools. There is no way to prepare for NAEP, so there is no test prep. There are no rewards or punishments attached to it, so there is no reason to cheat, to teach to the test, or to game the system. So, let’s examine the issues at hand using NAEP scores as a measure. The states that consistently have the highest test scores are Massachusetts, New Jersey, and Connecticut. Consistently ranking at the bottom are states in the South and the District of Columbia. The highest-ranking states have strong teachers’ unions and until recently had strong tenure protections for teachers. The lowest-ranking states do not have strong teachers’ unions, and their teachers have few or no job protections. There seems to be no correlation between having a strong union and having low test scores; if anything, it appears that the states with the strongest unions have the highest test scores. The lowest-performing states have one thing in common, and that is high poverty. The District of Columbia has a strong union and high poverty; it also has intense racial isolation in its schools. It has very low test scores. Most of the cities that rank at the very bottom on NAEP have teachers’ unions, and they have two things in common: high poverty and racial isolation.

The modern educational system provides numerous other examples of reality bowing down to written records. When measuring the width of my desk, the yardstick I am using matters little. My desk remains the same width regardless of whether I say it is 200 centimetres or 78.74 inches. However, when bureaucracies measure people, the yardsticks they choose make all the difference. When schools began assessing people according to precise marks, the lives of millions of students and teachers changed dramatically. Marks are a relatively new invention. Hunter-gatherers were never marked for their achievements, and even thousands of years after the Agricultural Revolution, few educational establishments used precise marks. A medieval apprentice cobbler did not receive at the end of the year a piece of paper saying he has got an A on shoelaces but a C minus on buckles. An undergraduate in Shakespeare’s day left Oxford with one of only two possible results – with a degree, or without one. Nobody thought of giving one student a final mark of 74 and another student 88.6 Credit 1.24 24. A European map of Africa from the mid-nineteenth century. The Europeans knew very little about the African interior, which did not prevent them from dividing the continent and drawing its borders. Only the mass educational systems of the industrial age began using precise marks on a regular basis. Since both factories and government ministries became accustomed to thinking in the language of numbers, schools followed suit. They started to gauge the worth of each student according to his or her average mark, whereas the worth of each teacher and principal was judged according to the school’s overall average. Once bureaucrats adopted this yardstick, reality was transformed. Originally, schools were supposed to focus on enlightening and educating students, and marks were merely a means of measuring success. But naturally enough, schools soon began focusing on getting high marks. As every child, teacher and inspector knows, the skills required to get high marks in an exam are not the same as a true understanding of literature, biology or mathematics. Every child, teacher and inspector also knows that when forced to choose between the two, most schools will go for the marks.

The educational goal of self-esteem seems to habituate young people to work that lacks objective standards and revolves instead around group dynamics. When self-esteem is artificially generated, it becomes more easily manipulable, a product of social technique rather than a secure possession of one’s own based on accomplishments. Psychologists find a positive correlation between repeated praise and “shorter task persistence, more eye-checking with the teacher, and inflected speech such that answers have the intonation of questions.” 36 The more children are praised, the more they have a stake in maintaining the resulting image they have of themselves; children who are praised for being smart choose the easier alternative when given a new task. 37 They become risk-averse and dependent on others. The credential loving of college students is a natural response to such an education, and prepares them well for the absence of objective standards in the job markets they will enter; the validity of your self-assessment is known to you by the fact it has been dispensed by gatekeeping institutions. Prestigious fellowships, internships, and degrees become the standard of self-esteem. This is hardly an education for independence, intellectual adventurousness, or strong character. “If you don’t vent the drain pipe like this, sewage gases will seep up through the water in the toilet, and the house will stink of shit.” In the trades, a master offers his apprentice good reasons for acting in one way rather than another, the better to realize ends the goodness of which is readily apparent. The master has no need for a psychology of persuasion that will make the apprentice compliant to whatever purposes the master might dream up; those purposes are given and determinate. He does the same work as the apprentice, only better. He is able to explain what he does to the apprentice, because there are rational principles that govern it. Or he may explain little, and the learning proceeds by example and imitation. For the apprentice there is a progressive revelation of the reasonableness of the master’s actions. He may not know why things have to be done a certain way at first, and have to take it on faith, but the rationale becomes apparent as he gains experience. Teamwork doesn’t have this progressive character. It depends on group dynamics, which are inherently unstable and subject to manipulation. On a crew,

Weaknesses in claims about self-esteem have been evident for a long time. In California in the late 1980s, the state governor set up a special taskforce to examine politician John Vasconcellos’s claim that boosting young people’s self-esteem would prevent a range of societal problems (see chapter 1). One of its briefs was to review the relevant literature and assess whether there was support for this new approach. An author of the resulting report wrote in the introduction that ‘one of the disappointing aspects of every chapter in this volume … is how low the associations between self-esteem and its [presumed] consequences are in research to date.’1 Unfortunately, this early expression of concern was largely ignored. Carol Craig reviews more recent warnings about the self-esteem movement in an online article ‘A short history of self-esteem’, citing the research of five professors of psychology. Craig’s article and related documents are worth reading if you are interested in exploring this issue in depth.2 The following is my summary of her key conclusions about self-esteem:        •   There is no evidence that self-image enhancing techniques, aimed at boosting self-esteem directly, foster improvements in objectively measured ‘performance’.        •   Many people who consider themselves to have high self-esteem tend to grossly overestimate their own abilities, as assessed by objective tests of their performance, and may be insulted and threatened whenever anyone asserts otherwise.        •   Low self-esteem is not a risk factor for educational problems, or problems such as violence, bullying, delinquency, racism, drug-taking or alcohol abuse.        •   Obsession with self-esteem has contributed to an ‘epidemic of depression’ and is undermining the life skills and resilience of young people.        •   Attempts to boost self-esteem are encouraging narcissism and a sense of entitlement.        •   The pursuit of self-esteem has considerable costs and may undermine the wellbeing of both individuals and societies. Some of these findings were brought to wider public attention in an article entitled ‘The trouble with self-esteem’, written by psychologist Lauren Slater, which appeared in The New York Times in 2002.3 Related articles, far too many to mention individually in this book, have emerged, alongside many books in which authors express their concerns about various aspects of the myth of self-esteem.4 There is particular concern about what we are doing to our children.

As Dr. Fauci’s policies took hold globally, 300 million humans fell into dire poverty, food insecurity, and starvation. “Globally, the impact of lockdowns on health programs, food production, and supply chains plunged millions of people into severe hunger and malnutrition,” said Alex Gutentag in Tablet Magazine.27 According to the Associated Press (AP), during 2020, 10,000 children died each month due to virus-linked hunger from global lockdowns. In addition, 500,000 children per month experienced wasting and stunting from malnutrition—up 6.7 million from last year’s total of 47 million—which can “permanently damage children physically and mentally, transforming individual tragedies into a generational catastrophe.”28 In 2020, disruptions to health and nutrition services killed 228,000 children in South Asia.29 Deferred medical treatments for cancers, kidney failure, and diabetes killed hundreds of thousands of people and created epidemics of cardiovascular disease and undiagnosed cancer. Unemployment shock is expected to cause 890,000 additional deaths over the next 15 years.30,31 The lockdown disintegrated vital food chains, dramatically increased rates of child abuse, suicide, addiction, alcoholism, obesity, mental illness, as well as debilitating developmental delays, isolation, depression, and severe educational deficits in young children. One-third of teens and young adults reported worsening mental health during the pandemic. According to an Ohio State University study,32 suicide rates among children rose 50 percent.33 An August 11, 2021 study by Brown University found that infants born during the quarantine were short, on average, 22 IQ points as measured by Baylor scale tests.34 Some 93,000 Americans died of overdoses in 2020—a 30 percent rise over 2019.35 “Overdoses from synthetic opioids increased by 38.4 percent,36 and 11 percent of US adults considered suicide in June 2020.37 Three million children disappeared from public school systems, and ERs saw a 31 percent increase in adolescent mental health visits,”38,39 according to Gutentag. Record numbers of young children failed to reach crucial developmental milestones.40,41 Millions of hospital and nursing home patients died alone without comfort or a final goodbye from their families. Dr. Fauci admitted that he never assessed the costs of desolation, poverty, unhealthy isolation, and depression fostered by his countermeasures. “I don’t give advice about economic things,”42 Dr. Fauci explained. “I don’t give advice about anything other than public health,” he continued, even though he was so clearly among those responsible for the economic and social costs.

Of course, not everyone agreed with Professor Glaude’s assessment. Joel C. Gregory, a white professor of preaching at Baylor University’s George W. Truett Theological Seminary and coauthor of What We Love about the Black Church,8 took issue with Glaude’s pronouncement of the Black Church’s death. Gregory, a self-described veteran of preaching in “more than two hundred African-American congregations, conferences, and conventions in more than twenty states each year,” found himself at a loss for an explanation of Glaude’s statements. Gregory offered six signs of vitality in the African-American church, including: thriving preaching, vitality in worship, continuing concern for social justice, active community service, high regard for education, and efforts at empowerment. Gregory contends that these signs of life can be found in African-American congregations in every historically black denomination and in varying regions across the country. He writes: Where is the obituary? I do not know any organization in America today that has the vitality of the black church. Lodges are dying, civic clubs are filled with octogenarians, volunteer organizations are languishing, and even the academy has to prove the worth of a degree. The government is divided, the schoolroom has become a war zone, mainline denominations are staggering, and evangelical megachurch juggernauts show signs of lagging. Above all this entropy stands one institution that is more vital than ever: the praising, preaching, and empowering black church.9 The back-and-forth between those pronouncing death and those highlighting life reveals the difficulty of defining “the Black Church.” In fact, we must admit that speaking of “the Black Church” remains a quixotic quest. “The Black Church” really exists as multiple black churches across denominational, theological, and regional lines. To some extent, we can define the Black Church by referring to the historically black denominations—National Baptist, Progressive Baptist, African Methodist Episcopal (AME), African Methodist Episcopal Zion (AMEZ), Church of God in Christ (COGIC), and so on. But increasingly we must recognize that one part of “the Black Church” exists as predominantly black congregations belonging to majority white denominations like the Southern Baptist Convention or even African-American members of predominantly white churches. Still, other quarters of “the Black Church” belong to nondenominational affinity groups like the many congregations involved in Word of Faith and “prosperity gospel” networks sponsored by leaders like Creflo A. Dollar Jr. and T. D. Jakes. Clearly “the Black Church” is not one thing. Black churches come in as many flavors as any other ethnic communion. Indeed, many African-Americans have experiences with many parts of the varied Black Church world.

But few black parents had any substantial contact with the school. Rist doubts their assessment would have been so positive had they been "really aware" of what was happening to their children.

If you are jobless; you have not the proper ability, even you can't reach a cleaning job, join the Wikipedia, and become an editor. You may knock all the educated, lawyers, professional journalists, academics, and the specialist of the various subjects down by the Wikipedia rules and policies that contradict each other. You have the useful weapon which called the consensus. Your friends can let you win all disputes. You can manage wrong to right and right to wrong. You can decide the reliability and the assessment of subjects; however, no matter if you qualify for that or not. You have multiple tools for harassing others. That means Wikipedia.

Most young people find school hard to use. Indeed, many young people find school a negative learning environment. Not only do schools fail to help students become competent in important life skills, they provide a warped image of learning as something that takes place only in schools, segregated from the real world, organized by disciplines and school bells, and assessed by multiple-choice, paper-and-pencil tests. Schools have scores of written and unwritten rules that stifle young people’s innate drive for learning and restrict their choices about at what they want to excel, when to practice, from whom to learn, and how to learn. It is no wonder that so many creative and entrepreneurial youth disengage from productive learning. They recognize that staying in the schools we offer them constitutes dropping out from the real world.

At a 2017 conference on artificial intelligence and global security, former Google CEO Eric Schmidt warned participants against complacency when it came to Chinese AI capabilities. Predicting that China would match American AI capabilities in five years, Schmidt was blunt in his assessment: “Trust me, these Chinese people are good. . . . If you have any kind of prejudice or concern that somehow their system and their educational system is not going to produce the kind of people that I’m talking about, you’re wrong.

If you are jobless; you have not the proper ability, even you can't reach a cleaning job, join Wikipedia, and become an editor. You may knock all the educated, lawyers, professional journalists, academics, and specialist of the various subjects down by the Wikipedia rules and policies that contradict each other. You have a useful weapon, which called the consensus. Your friends can support you to win all disputes. You can change wrong to right, and right to wrong. You can decide the reliability and the assessment of subjects; however, no matter you qualify for that or not. You have multiple tools for harassing others. That means Wikipedia.

Psychologists at the University of British Columbia in Vancouver, Canada, found that the better educated and wealthier a nation is, the less likely its population is to believe in a higher being. The Global Index of Religion and Atheism also assessed that poverty was a key indicator of a society’s tendency towards religion – so that poorer countries tend to be the most religious. The one exception to the rule? America.

For me, all those systematic Bureaucracies of traditional schools jaded me. For me, I still I couldn’t understand why we have to have a factory style education for children living in the 21st century. Why hold them in place, asking them to read and repeat and giving them a number of tasks to finish? I still have no idea how exams and objective assessments could measure human behavior or intelligence. Is it some kind of barcoding human aptitude? Is it ethical anyway?

With all the multi-tiered interventions, assessment software, aligned textbooks, digital content, and scripted curriculum available to the field, some might question if the role of the teacher is significant in today’s schools. Does it really matter who is leading the classroom? The answer to this question is a resounding YES!

that educators and students alike have found themselves more and more flummoxed by a system that values assessment over engagement, learning management over discovery, content over community, outcomes over epiphanies. Education has misrepresented itself as objective, quantifiable, apolitical.

The totalitarian mind is remarkably reproducible because it depends upon paranoid ideation presented in a dramatic fashion designed to mobilize both fear and hate, particularly in the less well-educated citizens.

Financial advisors have a fiduciary duty to correctly document your age, income, savings, financial experience, and risk assessment. They are required not to match conservative investors with risky investments and to make their clients aware of the difference. This is the main point of contention on Broker-Dealer Sales Representative complaints for arbitration.

The school culture creates press when it sets expectations that every student can master a high-standards curriculum. Principals create press when they expect teachers to teach the curriculum and to help each student reach the required mastery levels. Teachers can create press by expecting each student to learn the class’s objectives, by providing intellectually challenging and engaging work, by familiarizing students with the specific standards and criteria for work quality and quantity, and by the types and frequency of assignments and assessments they expect students to complete as evidence for accountability. Press also comes when school counselors include many demanding courses in students’ educational

Linda Gottfredson, “Clinton’s New Form of Race-Norming.” Wall Street Journal, June 3, 1993. The national Assessment of Educational progress. . . has documented large gaps on specific skills and knowledge among high-school students. Throughout the 1980s, black 17-year-olds (excluding dropouts) had proficiency levels in math, reading, science and other subjects that were more comparable to white 13-year-olds than white 17-year-olds. A 1987 NAEP report found similarly large gaps in the functional literacy of young adults age 21 to 25. The average black college graduate could comprehend and use everyday reading materials, such as news articles, menus, forms, labels, street maps and bus schedules, only about as well as the average white high-school graduate with no college. In turn, black high school graduates function, on the average, only about as well as whites with no more than eight years of schooling. The pervasiveness of such huge gaps in current skills and knowledge explains why employment tests typically have disparate impact, especially in mid-to-high level jobs.

Wikipedia: Pygmalion effect The Pygmalion effect, or Rosenthal effect, is a psychological phenomenon in which high expectations lead to improved performance in a given area. … … According to the Pygmalion effect, the targets of the expectations internalize their positive labels, and those with positive labels succeed accordingly; a similar process works in the opposite direction in the case of low expectations. The idea behind the Pygmalion effect is that increasing the leader's expectation of the follower's performance will result in better follower performance. … The educational psychologist Robert L. Thorndike described the poor quality of the Pygmalion study. The problem with the study was that the instrument used to assess the children's IQ scores was seriously flawed. The average reasoning IQ score for the children in one regular class was in the mentally disabled range, a highly unlikely outcome in a regular class in a garden variety school. In the end, Thorndike concluded that the Pygmalion findings were worthless. It is more likely that the rise in IQ scores from the mentally disabled range was the result of regression toward the mean, not teacher expectations. Moreover, a meta-analysis conducted by Raudenbush showed that when teachers had gotten to know their students for two weeks, the effect of a prior expectancy induction was reduced to virtually zero.

1.10 Four Kinds of Predictive Validity for Intelligence Tests 1.10.3. Everyday Life The importance of general intelligence in everyday life often is not obvious but it is profound. As Professor Earl Hunt has pointed out, if you are a college-educated person, it is highly likely that most of your friends and acquaintances are as well. When is the last time you invited someone to your home for dinner that was not college-educated? Professor Hunt calls this cognitive segregation and it is powerful in fostering the erroneous belief that everyone has a similar capacity or potential for reasoning about daily problems and issues. Most people with high g cannot easily imagine what daily life is like for a person with low g. [...] Consider some statistics comparing low and high IQ groups (low = 75–90; high = 110–125) on relative risk of several life events. For example, the odds of being a high school dropout are 133 times more likely if you’re in the low group. People in the low group are 10 times more at risk for being a chronic welfare recipient. The risk is 7.5 times greater in the low group for incarceration, and 6.2 times more for living in poverty. Unemployment and even divorce are a bit more likely in the low group. IQ even predicts traffic accidents. In the high IQ group, the death rate from traffic accidents is about 51 per 10,000 drivers, but in the low IQ group, this almost triples to about 147. This may be telling us that people with lower IQ, on average, have a poorer ability to assess risk and may take more chances when driving or performing other activities (Gottfredson, 2002; 2003b).

In an emotionally healthy childhood, we’re given the benefit of the doubt. We are assessed by what we might one day be, not by exactly what we are right now. Someone is on hand to put the best possible spin on our behavior. Someone is kind.

When Bouchard’s twin-processing operation was in full swing, he amassed a staff of eighteen—psychologists, psychiatrists, ophthalmologists, cardiologists, pathologists, geneticists, even dentists. Several of his collaborators were highly distinguished: David Lykken was a widely recognized expert on personality, and Auke Tellegen, a Dutch psychologist on the Minnesota faculty, was an expert on personality measuring. In scheduling his twin-evaluations, Bouchard tried limiting the testing to one pair of twins at a time so that he and his colleagues could devote the entire week—with a grueling fifty hours of tests—to two genetically identical individuals. Because it is not a simple matter to determine zygosity—that is, whether twins are identical or fraternal—this was always the first item of business. It was done primarily by comparing blood samples, fingerprint ridge counts, electrocardiograms, and brain waves. As much background information as possible was collected from oral histories and, when possible, from interviews with relatives and spouses. I.Q. was tested with three different instruments: the Wechsler Adult Intelligence Scale, a Raven, Mill-Hill composite test, and the first principal components of two multiple abilities batteries. The Minnesota team also administered four personality inventories (lengthy questionnaires aimed at characterizing and measuring personality traits) and three tests of occupational interests. In all the many personality facets so laboriously measured, the Minnesota team was looking for degrees of concordance and degrees of difference between the separated twins. If there was no connection between the mean scores of all twins sets on a series of related tests—I.Q. tests, for instance—the concordance figure would be zero percent. If the scores of every twin matched his or her twin exactly, the concordance figure would be 100 percent. Statistically, any concordance above 30 percent was considered significant, or rather indicated the presence of some degree of genetic influence. As the week of testing progressed, the twins were wired with electrodes, X-rayed, run on treadmills, hooked up for twenty-four hours with monitoring devices. They were videotaped and a series of questionnaires and interviews elicited their family backgrounds, educations, sexual histories, major life events, and they were assessed for psychiatric problems such as phobias and anxieties. An effort was made to avoid adding questions to the tests once the program was under way because that meant tampering with someone else’s test; it also would necessitate returning to the twins already tested with more questions. But the researchers were tempted. In interviews, a few traits not on the tests appeared similar in enough twin pairs to raise suspicions of a genetic component. One of these was religiosity. The twins might follow different faiths, but if one was religious, his or her twin more often than not was religious as well. Conversely, when one was a nonbeliever, the other generally was too. Because this discovery was considered too intriguing to pass by, an entire additional test was added, an existing instrument that included questions relating to spiritual beliefs. Bouchard would later insist that while he and his colleagues had fully expected to find traits with a high degree of heritability, they also expected to find traits that had no genetic component. He was certain, he says, that they would find some traits that proved to be purely environmental. They were astonished when they did not. While the degree of heritability varied widely—from the low thirties to the high seventies— every trait they measured showed at least some degree of genetic influence. Many showed a lot.

The most effective way of dealing with policy resistance is to find a way of aligning the various goals of the subsystems, usually by providing an overarching goal that allows all actors to break out of their bounded rationality. If everyone can work harmoniously toward the same outcome (if all feedback loops are serving the same goal), the results can be amazing. The most familiar examples of this harmonization of goals are mobilizations of economies during wartime, or recovery after war or natural disaster. Another example was Sweden’s population policy. During the 1930s, Sweden’s birth rate dropped precipitously, and, like the governments of Romania and Hungary, the Swedish government worried about that. Unlike Romania and Hungary, the Swedish government assessed its goals and those of the population and decided that there was a basis of agreement, not on the size of the family, but on the quality of child care. Every child should be wanted and nurtured. No child should be in material need. Every child should have access to excellent education and health care. These were goals around which the government and the people could align themselves. The resulting policy looked strange during a time of low birth rate, because it included free contraceptives and abortion—because of the principle that every child should be wanted. The policy also included widespread sex education, easier divorce laws, free obstetrical care, support for families in need, and greatly increased investment in education and health care.4 Since then, the Swedish birth rate has gone up and down several times without causing panic in either direction, because the nation is focused on a far more important goal than the number of Swedes.

Educators’ lives are filled with opportunities to develop their own social awareness during student and adult interactions. They participate in work groups, such as co-teaching, professional learning programs, faculty meetings, team meetings, data analysis teams, developing common assessments, lesson-study groups, and curriculum development committees. The checklist in the figure below can be modified to fit any type of group activity. It can be reviewed by the supervisor or coach and the educator prior to the activity. After the activity, the educator can be asked to confidentially self-assess his or skills, thereby increasing self-awareness of his/her relationship skills and self-management skills.

By embracing Gardner's Multiple Intelligences Theory, educators become architects of personalized learning experiences that honour the unique talents and abilities of every student. Through tailored instruction and diverse assessment methods, classrooms become vibrant ecosystems where each intelligence is valued and cultivated.

The Indian government’s own draft education policy tells us that the National Assessment and Accreditation Council (NAAC) rates sixty-eight per cent of our universities as average or below average. Ninety-one per cent of colleges are rated average or below average. These second- and third-rate colleges would have produced generations of average or below average students and scholars.

During the 1930s, Sweden’s birth rate dropped precipitously, and, like the governments of Romania and Hungary, the Swedish government worried about that. Unlike Romania and Hungary, the Swedish government assessed its goals and those of the population and decided that there was a basis of agreement, not on the size of the family, but on the quality of child care. Every child should be wanted and nurtured. No child should be in material need. Every child should have access to excellent education and health care. These were goals around which the government and the people could align themselves. The resulting policy looked strange during a time of low birth rate, because it included free contraceptives and abortion—because of the principle that every child should be wanted. The policy also included widespread sex education, easier divorce laws, free obstetrical care, support for families in need, and greatly increased investment in education and health care.4 Since then, the Swedish birth rate has gone up and down several times without causing panic in either direction, because the nation is focused on a far more important goal than the number of Swedes.

Santhi Gems is a well-known gold buyer in Chennai that sets itself apart with exceptional services and a consistent commitment to customer loyalty. Santhi Gems has achieved a stellar reputation in the industry thanks to its straightforwardness, trustworthiness, and dependability, as well as its extensive history. This article delves into the key features that set Santhi Gems apart from other Chennai gold buyers, including its customer-focused approach, ethical practices, and extensive range of services. Research how Santhi Pearls' dedication to significance and genuineness go with it a leaned toward choice for those wanting to sell or credit against their gold assets in Chennai. 1. Introduction to Santhi Adornments' History and Foundation Santhi Gems, headquartered in Chennai, has been a trusted name in the gold purchasing industry for more than two decades. Santhi Gems has established a reputation for unwavering quality and authenticity thanks to a solid foundation built on trustworthiness and customer loyalty. Santhi Gems' mission and values are to provide customers with a straightforward and fair gold purchasing experience. Each partnership is guided by their genuine sincerity regarding the benefits, trust, and customer-centricity, ensuring that customers are treated with respect and consideration throughout the selling cycle. 2. Direct Assessing and Appraisal Communication Clear Valuation Procedures Selling Gold Jewelry Santhi Adornments provides a consistent and straightforward cycle for selling gold items, whether you want to branch out from your existing collection or update it. Their capable staff ensures that clients get fair motivator for their important effects. Gold Advance Offices Santhi Adornments offers gold advance offices in addition to buying gold gems, allowing customers to use their gold resources for financial assistance. They make it advantageous and secure to access reserves thanks to their flexible terms and competitive rates. 6. By placing an emphasis on client instruction, Santhi Adornments moves beyond value-based connections. They encourage customers to make educated decisions regarding their gold resources by providing experiences into the patterns of the gold market as well as advice on how to care for and maintain gold. Direction on Patterns in the Gold Market When managing valuable metals, it is essential to remain informed about the gold market. Santhi Gems ensures that customers are up to date on market trends, allowing them to make crucial decisions regarding gold investments or transactions. Tips for Taking Care of Gold Gems Proper care and attention can have a significant impact on their value and lifespan. Santhi Diamonds outfits clients with central hints on endlessly protecting their gold things, ensuring that they hold their greatness and shimmer for a seriously significant time-frame into what's in store. 7. Obligation to Follow Moral Principles The activities of Santhi Adornments are centered on following moral principles and being capable of doing so. They keep the advantages of uprightness and social responsibility in the gold business by focusing on fair exchange gold acquiring and implementing earth-manageable practices.

Global Talent Visa programs around the world: Opportunities similar to Australia's Global Talent Visa Many countries have created programs like Australia's Global Talent Visa as they compete for the best talent to drive economic growth and innovation. These initiatives seek to attract highly skilled workers from a range of industries and provide them with opportunities to live and work in a foreign country. This blog will explore a number of nations with comparable visa policies and highlight their distinctive features, benefits and application procedures if you are considering opportunities outside of Australia. 1. United Kingdom: Global Talent Visa People who have been recognized as leaders or have the potential to be leaders in disciplines like science, engineering, the humanities, medicine, digital technology, and the arts are eligible for the UK Global Talent Visa. Compared to other visa categories, this one has less limits on the successful applicant's ability to live and work in the UK. Key Features: Endorsement required: Applicants must secure endorsement from a recognized body in their field such as UK Research and Innovation or the Royal Society. Flexible work options: Visa holders can work for themselves, start a business or work for any employer in the UK. Processing Path: After three years (or two years for exceptional talent), visa holders can apply for indefinite leave to remain leading to permanent residence. Application process: Get support: Gather evidence of your achievements and submit your application to the approving body. Submitting your visa application: Once confirmed, complete your visa application online and provide the necessary documentation. 2. Canada: Global Talent Stream The Global Talent Stream is part of Canada's Temporary Foreign Worker Program, which aims to attract highly skilled talent in specific occupations. This program is especially beneficial for technology companies that want to hire specialized workers quickly. Key Features: Two categories: Category A: For employers who have been referred by a Designated Partner and are hiring unique talent. Category B: For employers looking to fill positions in high-demand occupations on Canada's Global Talent Occupations List. Expedited processing: Applications are processed within two weeks, making it an attractive option for businesses. Application process: Employer application: Employers must apply for a labor market benefits plan and demonstrate that they need a foreign worker. Worker Application: Once approved, the foreign worker can apply for a work permit. 3. United States of America: Employment-Based Immigration (EB-2 and EB-1 Visas) In the US, the EB-2 and EB-1 visas are for highly skilled individuals. The EB-1 visa is for individuals with exceptional ability, while the EB-2 is for individuals with advanced education or exceptional ability. Key Features: EB-1 Visa: Does not require a job offer, allows self-petition for individuals with exceptional ability in their field. EB-2 Visa: Requires a job offer, but individuals with exceptional ability can apply for a National Interest Waiver (NIW), which allows them to submit their own application. Permanent Residency: Both types of visas provide a pathway to permanent residence in the US. Application process: Eligibility Determination: Assess which visa category you are eligible for based on your qualifications and achievements. File Petition: Submit Form I-140 for EB-1 or EB-2, including supporting documentation. Apply for adjustment of status: If you are already in the US, you can apply for adjustment of status to become a permanent resident. 4. Germany: EU Blue Card The German EU Blue Card is designed to attract highly skilled workers from countries outside the European Union. This program aims to fill labor shortages in specific sectors and provides an attractive option for professionals who want to work in Germany.

Performance-based assessments, where students actually have to do something with what they know, tell us volumes more about their readiness for life than bubble sheets or contrived essays. No

According to the United States Department of Education (DOE), the 2013 National Assessment of Educational Progress (NAEP)11 reports that only 26 percent of the nation’s twelfth graders are proficient in math and only 38 percent are proficient in reading. There is also a twenty-nine percentage point gap between the reading proficiency of white and black twelfth-grade students. And these numbers are unchanged since 2009.12

Gibbs (2003) and others (e.g., Straus, Richardson, Glaziou, & Haynes, 2005) have provided detailed suggestions in this regard. Some general principles for clinicians are as follows. Evidence from multiple studies is always preferred to results of a single study. Systematic reviews of research are preferable to traditional narrative reviews. Thus, clinicians should look for systematic reviews, mindful of the fact that these reviews vary in quality. The Cochrane and Campbell Collaborations are good sources of high-quality systematic reviews. Clinicians can and should assess potential sources of bias in any review. The characteristics of systematic reviews described in this chapter can be used as a yardstick that clinicians can use to judge how well specific reviews measure up. The QUOROM statement (Moher et al., 1999) provides guidance about what to look for in reports on systematic reviews, as does a recent report by Shea et al. (2007). When relevant reviews are not available, out of date, or potentially biased, clinicians can identify individual studies and assess the credibility of those studies, using one of many tools developed for this purpose (e.g., Gibbs, 2003). It would be ideal if clinicians were able to rely on others to produce valid research syntheses. Above all, clinicians should remember that critical thinking is crucial to understanding and using evidence. Authorities, expert opinion, and lists of ESTs provide insufficient evidence for sound clinical practice. Further, clinicians must determine how credible evidence relates to the particular needs, values, preferences, circumstances, and ultimately, the responses of their clients. Clinicians and researchers also need to have an effect on policy so that EBP is not interpreted in a way that unfairly restricts treatments. Policymakers and others can be educated about the nature of EBP. EBP is a process aimed at informing the choices that clinicians make. It should inform and enhance practice, “increasing, not dictating, choice” (Dickersin, Straus, & Bero, 2007, p. s10). EBP supports choices among alternative treatments that have similar effects. It supports the choice of a less effective alternative, when an effective treatment is not acceptable to a client. Policymakers and others can be educated about the nature of evidence and methods of research synthesis. Empirical evidence is tentative, and it evolves over time as new information is added to the knowledge base. At present, there is insufficient evidence about the effectiveness of most psychological and psychosocial treatments (including some so-called empirically supported treatments). Policymakers need to understand that most lists of effective treatments are not based on rigorous systematic reviews; thus, they are not necessarily based on sound evidence. It makes little sense to base policy decisions on lists of preferred treatments because this limits consumer choice. Lists of selected or preferred treatments should not restrict the use of other potentially effective treatments. Policies that restrict treatments that have been shown to be harmful or ineffective, however, are of benefit. Lists of harmful or wasteful treatments could be compiled to discourage their use.

Assessment coordinators need to be knowledgeable about general higher education topics (e.g., student persistence, the cost of higher education, diversity, and student learning); they must also know how those play out at specific institutions.

Despite compelling new knowledge about learning, how the brain works, and what constitutes effective classroom groupings, classrooms have changed little over the past 100 years. We still assume that children of a given age are enough like each other that they can and should traverse the same curriculum in the same fashion. Further, schools act as though all children should finish classroom tasks as near to the same moment as possible, and that school year should be the same length for all learners. To this end, teachers generally assess student content mastery via tests based on specific chapters of the adopted textbook and summative tests at the end of designated marking periods. Teachers use the same grading system for all children of a given age and grade, whatever their starting point at the beginning of the year, with grades providing little if any indication of whether individual students have grown since the previous grading period or the degree to which students' attitudes and habits of mind contributed to their success or stagnation. Toward the end of the school year, schools administer standardized tests on the premise that all students of a certain age should have reached an average level of performance on the prescribed content by the testing date. Teachers, students, and schools that achieve the desired level of performance are celebrated; those that do not perform as desired are reprimanded, without any regard to the backgrounds, opportunities, and support systems available to any of the parties. Curriculum often has been based on goals that require students to accumulate and retain a variety of facts or to practice skills that are far removed from any meaningful context. Drill-and-practice worksheets are still a prime educational technology, a legacy of behaviorism rooted firmly in the 1930s. Teachers still largely run "tight ship" classes and are likely to work harder and more actively than their students much of the time.

In order for a new agent to be admitted to the Group, a raft of assessments were required to be carried out. The slightest impropriety—financial, personal, virtually anything—would lead to a black mark, and that would be that, the proposal would be quietly dropped and the prospective agent would never even know that they had been under consideration. Milton had been no different. MI5 were tasked with the compilation of the reports, and they had done a particularly thorough job with him. They had investigated his childhood, his education, his career in the army and his personal life.

Since I began teaching I’ve wanted to expand the curriculum, but my first year was mostly about surviving rather than looking critically at what I teach and why I was teaching it. American literature conjures up a strong multicultural image for me. I’ve followed Sherman Alexie’s characters on the struggle to find them themselves; I’ve explored the New Mexican desert of Rudolfo Anaya’s novels; I’ve traveled down Harlem streets with Hughes and experienced Hurston’s southern lifestyle. I imagined, when I received my first teaching assignment of American literature, that these authors would be the ones to grace my classroom. However, the way that my English 10 colleagues read the new state standards and the common assessments required by my district made it almost impossible to fit these authors into a “dead white guy” curriculum. I began to struggle through a year of teaching the curriculum as it was, feeling that I was doing a disservice to my students and my educational upbringing. I was required to stay on track with what other teachers in my grade level were doing, when they were testing, and how much time they were spending on units.

The danger of using assessments as reasons to filter out students, then, is that we may overlook or discourage those whose talents are of a different order—whose intelligence tends more to the oblique and the intuitive. At the very least, when we use testing to exclude, we run the risk of squelching creativity before it has a chance to develop.

The American Medical Association not only represents the roughly 800,000 practicing physicians in the United States, but also sets the official standards for treatment for virtually every patient malady, and is instrumental in directing and controlling the supply of doctors entering medical school.  By virtue of an affiliated licensing body called the Liaison Committee on Medical Education (LCME), the AMA determines which medical schools receive its official accreditation, and for over a hundred years it has been very stingy with its approval process.  Furthermore, the AMA together with its close affiliate, the American Association of Medical Colleges,  conducts regular studies to assess the necessary supply of medical doctors and advises existing medical schools as well as state and federal regulators as to optimal admission levels for new students—and these too have been artificially and unnecessarily constricted[22].

Whether or not they are assimilating is harder to quantify. Becoming an American is a complex, personal process—the kind of transition that can take a lifetime, even two. A Mexican farmhand with a sixth-grade education takes a different path into the mainstream than an Indian engineer working on an MBA, and the sometimes mind-boggling diversity of today’s immigrants can make it difficult to generalize. What’s more, even when one focuses on one group, it can be hard to assess just how well or how fast they are integrating. Economic success or failure, for example, is reflected in countless and sometimes contradictory statistics, and in today’s polarized immigration debate, any statistical portrait is sure to be controversial. Nevertheless, a lot is known about today’s