Standardized Testing Inspirational Quotes

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Each religion makes scores of purportedly factual assertions about everything from the creation of the universe to the afterlife. But on what grounds can believers presume to know that these assertions are true? The reasons they give are various, but the ultimate justification for most religious people’s beliefs is a simple one: we believe what we believe because our holy scriptures say so. But how, then, do we know that our holy scriptures are factually accurate? Because the scriptures themselves say so. Theologians specialize in weaving elaborate webs of verbiage to avoid saying anything quite so bluntly, but this gem of circular reasoning really is the epistemological bottom line on which all 'faith' is grounded. In the words of Pope John Paul II: 'By the authority of his absolute transcendence, God who makes himself known is also the source of the credibility of what he reveals.' It goes without saying that this begs the question of whether the texts at issue really were authored or inspired by God, and on what grounds one knows this. 'Faith' is not in fact a rejection of reason, but simply a lazy acceptance of bad reasons. 'Faith' is the pseudo-justification that some people trot out when they want to make claims without the necessary evidence. But of course we never apply these lax standards of evidence to the claims made in the other fellow’s holy scriptures: when it comes to religions other than one’s own, religious people are as rational as everyone else. Only our own religion, whatever it may be, seems to merit some special dispensation from the general standards of evidence. And here, it seems to me, is the crux of the conflict between religion and science. Not the religious rejection of specific scientific theories (be it heliocentrism in the 17th century or evolutionary biology today); over time most religions do find some way to make peace with well-established science. Rather, the scientific worldview and the religious worldview come into conflict over a far more fundamental question: namely, what constitutes evidence. Science relies on publicly reproducible sense experience (that is, experiments and observations) combined with rational reflection on those empirical observations. Religious people acknowledge the validity of that method, but then claim to be in the possession of additional methods for obtaining reliable knowledge of factual matters — methods that go beyond the mere assessment of empirical evidence — such as intuition, revelation, or the reliance on sacred texts. But the trouble is this: What good reason do we have to believe that such methods work, in the sense of steering us systematically (even if not invariably) towards true beliefs rather than towards false ones? At least in the domains where we have been able to test these methods — astronomy, geology and history, for instance — they have not proven terribly reliable. Why should we expect them to work any better when we apply them to problems that are even more difficult, such as the fundamental nature of the universe? Last but not least, these non-empirical methods suffer from an insuperable logical problem: What should we do when different people’s intuitions or revelations conflict? How can we know which of the many purportedly sacred texts — whose assertions frequently contradict one another — are in fact sacred?
Alan Sokal
Assessment centers on demonstrated competencies, not memorized content. Standardized tests are used thoughtfully to identify and assist students lagging in “learning how to learn” skills. Students teach and learn from each other. They learn to make the most of online resources and machine intelligence and draw on adults for guidance.
Ted Dintersmith (What School Could Be: Insights and Inspiration from Teachers across America)
So, will deep learning eventually become “artificial general intelligence” (AGI), matching human intelligence in every way? Will we encounter “singularity” (see chapter 10)? I don’t believe it will happen by 2041. There are many challenges that we have not made much progress on or even understood, such as how to model creativity, strategic thinking, reasoning, counter-factual thinking, emotions, and consciousness. These challenges are likely to require a dozen more breakthroughs like deep learning, but we’ve had only one great breakthrough in over sixty years, so I believe we are unlikely to see a dozen in twenty years. In addition, I would suggest that we stop using AGI as the ultimate test of AI. As I described in chapter 1, AI’s mind is different from the human mind. In twenty years, deep learning and its extensions will beat humans on an ever-increasing number of tasks, but there will still be many existing tasks that humans can handle much better than deep learning. There will even be some new tasks that showcase human superiority, especially if AI’s progress inspires us to improve and evolve. What’s important is that we develop useful applications suitable for AI and seek to find human-AI symbiosis, rather than obsess about whether or when deep-learning AI will become AGI. I consider the obsession with AGI to be a narcissistic human tendency to view ourselves as the gold standard.
Kai-Fu Lee (AI 2041: Ten Visions for Our Future)
Postscript, 2005 From the Publisher ON APRIL 7, 2004, the Mid-Hudson Highland Post carried an article about an appearance that John Gatto made at Highland High School. Headlined “Rendered Speechless,” the report was subtitled “Advocate for education reform brings controversy to Highland.” The article relates the events of March 25 evening of that year when the second half of John Gatto’s presentation was canceled by the School Superintendent, “following complaints from the Highland Teachers Association that the presentation was too controversial.” On the surface, the cancellation was in response to a video presentation that showed some violence. But retired student counselor Paul Jankiewicz begged to differ, pointing out that none of the dozens of students he talked to afterwards were inspired to violence. In his opinion, few people opposing Gatto had seen the video presentation. Rather, “They were taking the lead from the teacher’s union who were upset at the whole tone of the presentation.” He continued, “Mr. Gatto basically told them that they were not serving kids well and that students needed to be told the truth, be given real-life learning experiences, and be responsible for their own education. [Gatto] questioned the validity and relevance of standardized tests, the prison atmosphere of school, and the lack of relevant experience given students.” He added that Gatto also had an important message for parents: “That you have to take control of your children’s education.” Highland High School senior Chris Hart commended the school board for bringing Gatto to speak, and wished that more students had heard his message. Senior Katie Hanley liked the lecture for its “new perspective,” adding that ”it was important because it started a new exchange and got students to think for themselves.” High School junior Qing Guo found Gatto “inspiring.” Highland teacher Aliza Driller-Colangelo was also inspired by Gatto, and commended the “risk-takers,” saying that, following the talk, her class had an exciting exchange about ideas. Concluded Jankiewicz, the students “were eager to discuss the issues raised. Unfortunately, our school did not allow that dialogue to happen, except for a few teachers who had the courage to engage the students.” What was not reported in the newspaper is the fact that the school authorities called the police to intervene and ‘restore the peace’ which, ironically enough, was never in the slightest jeopardy as the student audience was well-behaved and attentive throughout. A scheduled evening meeting at the school between Gatto and the Parents Association was peremptorily forbidden by school district authorities in a final assault on the principles of free speech and free assembly… There could be no better way of demonstrating the lasting importance of John Taylor Gatto’s work, and of this small book, than this sorry tale. It is a measure of the power of Gatto’s ideas, their urgency, and their continuing relevance that school authorities are still trying to shut them out 12 years after their initial publication, afraid even to debate them. — May the crusade continue! Chris Plant Gabriola Island, B.C. February, 2005
John Taylor Gatto (Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling)
You were taught that even when the charism of celibacy and chastity is present and embraced, the attractions, the impulses, the desires will still be present. So the first thing you need to do is be aware that you are a human being, and no matter how saintly or holy you are, you will never remove yourself from those passions. But the idea was making prudent choices. You just walk away. Celibacy is a radical call, and you’ve made a decision not to act on your desire.” Today, seminaries say they screen applicants rigorously. In Boston, for example, a young man must begin conversations with the vocations director a year before applying for admissions, and then the application process takes at least four months. Most seminaries require that applicants be celibate for as long as five years before starting the program, just to test out the practice, and students are expected to remain celibate throughout seminary as they continue to discern whether they are cut out to lead the sexless life of an ordained priest. Some seminaries screen out applicants who say they are sexually attracted to other men, but most do not, arguing that there is no evidence linking sexual orientation to one’s ability to lead a celibate life. The seminaries attempt to weed out potential child abusers, running federal and local criminal background checks, but there is currently no psychological test that can accurately predict whether a man who has never sexually abused a child is likely to do so in the future. So seminary officials say that in the screening process, and throughout seminary training, they are alert to any sign that a man is not forming normal relationships with adults, or seems abnormally interested in children. Many potential applicants are turned away from seminaries, and every year some students are forced out. “Just because there’s a shortage doesn’t mean we should lessen our standards,” said Rev. Edward J. Burns,
The Boston Globe (Betrayal: The Crisis in the Catholic Church: The findings of the investigation that inspired the major motion picture Spotlight)
One idea that has been repeatedly tested is that low mood can make people better at analyzing their environments. Classic experiments by psychologists Lyn Abramson and Lauren Alloy focused specifically on the accuracy of people’s perceptions of their control of events, using test situations that systematically varied in how much control the subject truly had. In different conditions, subjects’ responses (pressing or not pressing a button) controlled an environmental outcome (turning on a green light) to varying degrees. Interestingly, subjects who were dysphoric (in a negative mood and exhibiting other symptoms of depression) were superior at this task to subjects who were nondysphoric (in a normal mood). Subjects who were in a normal mood were more likely to overestimate or underestimate how much control they had over the light coming on.7 Dubbed depressive realism, Alloy and Abramson’s work has inspired other, often quite sophisticated, experimental demonstrations of ways that low mood can lead to better, clearer thinking.8 In 2007 studies by Australian psychologist Joseph Forgas found that a brief mood induction changed how well people were able to argue. Compared to subjects in a positive mood, subjects who were put in a negative mood (by watching a ten-minute film about death from cancer) produced more effective persuasive messages on a standardized topic such as raising student fees or aboriginal land rights. Follow-up analyses found that the key reason the sadder people were more persuasive was that their arguments were richer in concrete detail (see Figure 2.2).9 In other experiments, Forgas and his colleagues have demonstrated diverse benefits of a sad mood. It can improve memory performance, reduce errors in judgment, make people slightly better at detecting deception in others, and foster more effective interpersonal strategies, such as increasing the politeness of requests. What seems to tie together these disparate effects is that a sad mood, at least of the garden variety, makes people more deliberate, skeptical, and careful in how they process information from their environment.
Jonathan Rottenberg (The Depths: The Evolutionary Origins of the Depression Epidemic)
The Extraordinary Persons Project In fact, Ekman had been so moved personally—and intrigued scientifically—by his experiments with Öser that he announced at the meeting he was planning on pursuing a systematic program of research studies with others as unusual as Öser. The single criterion for selecting apt subjects was that they be “extraordinary.” This announcement was, for modern psychology, an extraordinary moment in itself. Psychology has almost entirely dwelt on the problematic, the abnormal, and the ordinary in its focus. Very rarely have psychologists—particularly ones as eminent as Paul Ekman—shifted their scientific lens to focus on people who were in some sense (other than intellectually) far above normal. And yet Ekman now was proposing to study people who excel in a range of admirable human qualities. His announcement makes one wonder why psychology hasn't done this before. In fact, only in very recent years has psychology explicitly begun a program to study the positive in human nature. Sparked by Martin Seligman, a psychologist at the University of Pennsylvania long famous for his research on optimism, a budding movement has finally begun in what is being called “positive psychology”—the scientific study of well-being and positive human qualities. But even within positive psychology, Ekman's proposed research would stretch science's vision of human goodness by assaying the limits of human positivity Ever the scientist, Ekman became quite specific about what was meant by “extraordinary.” For one, he expects that such people exist in every culture and religious tradition, perhaps most often as contemplatives. But no matter what religion they practice, they share four qualities. The first is that they emanate a sense of goodness, a palpable quality of being that others notice and agree on. This goodness goes beyond some fuzzy, warm aura and reflects with integrity the true person. On this count Ekman proposed a test to weed out charlatans: In extraordinary people “there is a transparency between their personal and public life, unlike many charismatics, who have wonderful public lives and rather deplorable personal ones.” A second quality: selflessness. Such extraordinary people are inspiring in their lack of concern about status, fame, or ego. They are totally unconcerned with whether their position or importance is recognized. Such a lack of egoism, Ekman added, “from the psychological viewpoint, is remarkable.” Third is a compelling personal presence that others find nourishing. “People want to be around them because it feels good—though they can't explain why,” said Ekman. Indeed, the Dalai Lama himself offers an obvious example (though Ekman did not say so to him); the standard Tibetan title is not “Dalai Lama” but rather “Kundun,” which in Tibetan means “presence.” Finally, such extraordinary individuals have “amazing powers of attentiveness and concentration.
Daniel Goleman (Destructive Emotions: A Scientific Dialogue with the Dalai Lama)
In April 2012, The New York Times published a heart-wrenching essay by Claire Needell Hollander, a middle school English teacher in the New York City public schools. Under the headline “Teach the Books, Touch the Heart,” she began with an anecdote about teaching John Steinbeck’s Of Mice and Men. As her class read the end together out loud in class, her “toughest boy,” she wrote, “wept a little, and so did I.” A girl in the class edged out of her chair to get a closer look and asked Hollander if she was crying. “I am,” she said, “and the funny thing is I’ve read it many times.” Hollander, a reading enrichment teacher, shaped her lessons around robust literature—her classes met in small groups and talked informally about what they had read. Her students did not “read from the expected perspective,” as she described it. They concluded (not unreasonably) that Holden Caulfield “was a punk, unfairly dismissive of parents who had given him every advantage.” One student read Lady Macbeth’s soliloquies as raps. Another, having been inspired by Of Mice and Men, went on to read The Grapes of Wrath on his own and told Hollander how amazed he was that “all these people hate each other, and they’re all white.” She knew that these classes were enhancing her students’ reading levels, their understanding of the world, their souls. But she had to stop offering them to all but her highest-achieving eighth-graders. Everyone else had to take instruction specifically targeted to boost their standardized test scores. Hollander felt she had no choice. Reading scores on standardized tests in her school had gone up in the years she maintained her reading group, but not consistently enough. “Until recently, given the students’ enthusiasm for the reading groups, I was able to play down that data,” she wrote. “But last year, for the first time since I can remember, our test scores declined in relation to comparable schools in the city. Because I play a leadership role in the English department, I felt increased pressure to bring this year’s scores up. All the teachers are increasing their number of test-preparation sessions and practice tests, so I have done the same, cutting two of my three classic book groups and replacing them with a test preparation tutorial program.” Instead of Steinbeck and Shakespeare, her students read “watered-down news articles or biographies, bastardized novels, memos or brochures.” They studied vocabulary words, drilled on how to write sentences, and practiced taking multiple-choice tests. The overall impact of such instruction, Hollander said, is to “bleed our English classes dry.” So
Michael Sokolove (Drama High: The Incredible True Story of a Brilliant Teacher, a Struggling Town, and the Magic of Theater)
Naperville Community Unit School District 203 in Illinois, profiled in John J. Ratey’s book Spark, is a particularly inspiring example of how physical movement enhances cognitive ability. School officials implemented a district-wide PE curriculum that focuses on fitness as opposed to sports, and then had students take some of their hardest subjects after exercising. As a result, Naperville students achieved stunning results on the Trends in International Mathematics and Science Study (TIMSS), a standardized test administered every four years to students worldwide. In 1999 it was given in thirty-eight countries31, and Naperville students scored first in the world in science, and sixth in math—behind only math superstars such as Singapore, Korea, Taiwan, Hong Kong, and Japan. This is remarkable, since Naperville students are a cross-sampling of ordinary American students. The stunning results from Naperville echo other studies suggesting a strong link between exercise and learning. Researchers from Harvard32 and other universities reported in 2009 that the more physical fitness tests children passed, the better they did on academic tests.
Christine Gross-Loh (Parenting Without Borders: Surprising Lessons Parents Around the World Can Teach Us)
Measuring learning is education’s principal problem—one that stunts the growth of our students even more than a lack of technology, oversized classrooms, and standardized testing.
Mark Barnes (Assessment 3.0: Throw Out Your Grade Book and Inspire Learning)
Standardized state tests are a scam! The educational system is rigged. It is set up to where the wealthy schools, get all of the state funding. The poverty-stricken schools, don't get enough funding due to standardized tests scores. See my point?
Mary Sage Nguyen
Our schools today are probably further away from self-management than most other types of organizations. We have turned schools, almost everywhere, into soulless factories that process students in batches of 25 per class, one year at a time. Children are viewed essentially as interchangeable units that need to be channeled through a pre-defined curriculum. At the end of the cycle, those that fit the mold are graduated; castoffs are discarded along the way. Learning happens best, this system seems to believe, when students sit quietly for hours in front of all-knowing teachers who fill their heads with information. Children can’t be trusted to define their own learning plans and set their own goals; that must be done by the teachers. But, really, teachers cannot be trusted either; they must be tightly supervised by principals and superintendents and school districts and expert commissions and standardized tests and mandatory school programs, to make sure they do at least a somewhat decent job.
Frederic Laloux (Reinventing Organizations: A Guide to Creating Organizations Inspired by the Next Stage of Human Consciousness)
we have significant problems with standardized testing in schools as it exists today. Many of the policy makers who espouse these tests are politicians, not inspiring educators. They talk a lot about things like accountability, raising the bar, narrowing the gap, and “racing to the top,” and very little about the research that shows that a heavy reliance on standardized testing is an ineffective way to improve educational outcomes.
William Stixrud (The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives)
We and our children still must answer to the pressures beyond our own four walls: the hypercompetitive college applications, the mountains of state-mandated curricula, the high-stakes standardized tests and rigid AP exams, the schedules set by club leaders and coaches, the constant well-meaning questions (“Where are you thinking of going to college?”). The crisis our children face calls for a whole movement—a radically altered vision for childhood and education and a groundswell of cultural change. Unless we build that, we’ll just be erecting little storm shelters in a hurricane.
Vicki Abeles (Beyond Measure: Rescuing an Overscheduled, Overtested, Underestimated Generation)
Standardized testing teaches skills that are counter to skills needed for the future, such as curiosity, problem solving, and having a healthy relationship with failure.
Ainissa Ramirez (Save Our Science: How to Inspire a New Generation of Scientists)