And here are the similarities: Bureaucracy. Decisions made by people who don’t have a clue, and often have zero educational experience. Supervision and assessment according to unintelligible or actively harmful criteria. Pseudoscience, and aversion to measuring outcomes. (Tests are bad. Teachers shouldn’t explain, but entertain. If any recommended technique doesn’t work, it is always the teacher’s fault, never a problem with the technique. Knowledge is a lost purpose, the true goal of the school system is to make students happy.) People making big money selling pseudoscience to schools. Random minor changes in school system to make voters see that politicians care about their children. Textbooks containing nonsense. Parents treating teachers as babysitters.
I mostly agree (strongly) with this. However the “Tests are bad” part in particular doesn’t seem to be completely general. More testing and measurement seems to be the direction things have been going here.
I mostly agree (strongly) with this. However the “Tests are bad” part in particular doesn’t seem to be completely general. More testing and measurement seems to be the direction things have been going here.
I read “Tests are bad” as “The tests do not accurately measure”.