Does Test Scores Matters

I'm reblogging, if there is such a word! contrary to retwittering. I came across this wonderful blog by Katie Ash entitled "Does Test Scores Matters". She quoted Prof.Yong Zhao's statement about how policy makers turn problems in US public schools systems for blame!

This struck 'the teacher' chord in me. I realized that something of similar in nature to this, also happening back home. Policy makers trying to use school systems for their public standing. Trying to propose ideas as new subjects in schools, be it academic or in the form of co-curricular activities. Putting unnecessary burden on the public school system and stresses the teachers. Read this NCCE Keynote and share your views.

Once a teacher always a teacher, hmm.


NCCE Keynote: Do Test Scores Matter?
By Katie Ash on March 3, 2011 6:00 PM | 1 Comment | Recommend

I'm fortunate enough to be blogging live today and tomorrow from the Northwest Council for Computer Education's annual conference here in Portland, where Yong Zhao, the director of the Center for Advanced Technology in Education at the University of Oregon in Eugene, delivered this morning's keynote.

In a speech that drew on his experience as a Chinese immigrant who came to the United States 20 years ago, Zhao said part of the problem with American education was that "schools are like hospitals—we're supposed to fix our kids." Whenever social and economic challenges arise for the U.S., policymakers turn to problems in the public school system for blame, he said.

(You can read more about Zhao in the upcoming issue of Technology Counts coming out on March 17.)

Over the past few years, mediocre U.S. performance on international tests has drawn a lot of domestic attention. But U.S. students' test scores have "always been bad," Zhao said. Since the 1960s, the U.S. has not excelled on international tests like the Program for International Student Assessment.

A more pertinent question, said Zhao, is what scores mean compared with the country's economic standing. And countries with the highest test scores actually have lower rates of economic growth, wealth, and creativity, he said.

In the last 8 years, China has actually cut back on time spent on math and academics in favor of more electives and a broader curriculum, said Zhao. What matters most, perhaps, is not how well our students do on tests, but how well our environment is suited to foster creativity, diversity, entrepreneurship, and passion. "Why do we try to weaken our strength?" he asked.

Although Zhao's speech was a refreshing perspective, as I was filing out of the conference hall, I overheard a couple of teachers talking with each other. "Don't worry about test scores," she said, "that would be great if our jobs didn't depend on them."

Turkiye Trip - on your own

No plan today, just looking forward for the Partners meeting @ Raddisson Blu. Shall be moving to the venue hotel in a bit. 


Yesterday was quite an adventurous day. My 6th day thus a bit more familiar and have the sense of direction. Met three Germans looking at maps in front of the hotel.  Offered help to show the way to Tokapi Castle complex. I was on the way to Grand Bazaar and after that to Blue mosque. They gladly followed, introduced myself and get to know George and Erick. Passed by the University of Istanbul before parted ways at the Grand Bazaar. Didn't find anything except to change some USD to TL. Then walked to SultanAhmed mosque. Great feeling to be able to perform a Friday prayer here. Been admiring the Blue Mosque and wondered when will i have the chance to pray in it. Syukran.


Walked all the way to Blue Mosque around 11.00  – 20 min walk, in cold is unfamiliarly long. Entered the mosque at 11.45 full of tourists, stopped by a guide that the mosque is closing from visitors as its time for Friday prayer, but told I’m going for prayer...and he apologizes. A long Friday prayers, with usrah, quran recital, khutbah and long sunat prayers after...In front line and could not get out as most Turks still praying something like 10 – 14 rakaat sunat at the back rows. Got out at 2.15pm, took some photos too.

Cross over to St Sofia to buy Hop On/Off City tour...40TL at 2.30pm, hopped off @ Taksim, hopped on back @3.30pm last bus back to St Sofia....Bought something for the girls. Saw some Malay faces in the crowd at St Sofia.


Cold day sitting on top of double decker, earphone on to listen to the guide stories. The tour passed by most that we’ve covered but also drive thru some especially the 25km city wall. The guide is more informative.
Stopped @ McD for some takeaways (my lunch and dinner)...and walked back to hotel almost 6.00pm. Flat!

Today its raining @ 10’C and expect to rain the whole coming days with temp around 6 – 7’C. Turkiye has a lot to offer. Perhaps i can come back with Norli, god permits.


Celal Aga Konagi

Istanbul Old City

Facebook vs Twitter 2010 social demographics

College readiness Test - the test format

Early Assessment Program at a Glance


The Early Assessment Program consists of several parts designed to work together to measure and enhance California students’ college readiness. Students who score high enough are considered “college ready” at the state’s 23 California State University campuses and 48 of the state’s community colleges. They can skip remedial classes and enroll in credit-bearing coursework.


The Test:

• 15 questions each in mathematics and English, and a 45-minute English essay, devised jointly by California State University and K-12 faculty members, are added to the 11th grade California Standards Test, or CST. The college-ready determination is based on a combination of those and 45 questions from the CST.
• The augmented version of the test is optional; students may choose to take only the CST.
• There are two math EAPs: one for students who have completed Algebra 2, and another for those who have completed more advanced math courses.
• In English, there are two EAP results: ready for college, or not ready.
• In math, there are three EAP results: ready for college, conditionally ready, or not ready.

The Early Warning:

• Rising high school seniors receive a letter in August informing them of their EAP results.

Student Supports:

• Students not yet college-ready in math can use a suite of online-learning tools or take courses at their schools. Use of the online modules does not offer an exemption; the tutorials are designed to boost students’ skills so they can pass CSU’s own placement tests. Conditionally ready students retain their EAP exemptions as long as they earn at least a C in a math course with a prerequisite of Algebra 2 or higher during the senior year.
• Students not yet college-ready in English can use a suite of online-learning tools or take the Expository Reading and Writing Course, designed by precollegiate and CSU faculty members to reflect the skills needed in college-level English. Neither option leads to an exemption; both are aimed at increasing students’ chances of passing CSU placement tests.

Professional Development:

• Two courses were created to strengthen high school English teachers’ literacy instruction: a 20-hour series designed to support the teaching of the Expository Reading and Writing Course and a broader 80-hour series; a Web-based tool helps teachers improve students’ essay-writing skills.
• A redesigned course in math instruction is geared toward strategies that teach students how to solve complex problems.
• The California State University system embeds the EAP’s expectations into preservice teacher training.
• EAP coordinators at each CSU campus work with districts to help them understand their results, advise students, and strengthen teaching geared to the EAP.

SOURCE: Education Week

Success of College Readiness Intervention Hard to gauge

An article on Success of College-Readiness Intervention Hard to Gauge by Catherine Gewertz on Education Week was very inspiring and also an eye opener for me.


(http://www.edweek.org/ew/articles/2011/01/20/18eap_ep.h30.html?tkn=LNLFPhdYSdqWQbuQprV2ADQ3gu7OH%2F%2FW9TP8&cmp=clp-edweek)


There seems to be of major concerns among higher education institutions in the US and California particularly that high school graduates are NOT ready for college. I find this interesting as it has a lot in common with the situation in Malaysia. We have programs like Matriculations, Pre-U, Preparatory classes, Bechalaurette,Finshing schools and Inductions to help college going students better prepared for their tertiary education.
Some universities even go down a level to offer these 'bridging' programs to ensure flow of students into their institutions while trying hard to maintain their minimum entry requirements.


Parents like me send their children to preparatory classes like English, second language classes, soft skills development, music, sports clinics and ICT certifications just to ensure that they can have the extra advantage and college ready.This indicates that there is a big gap between high school education output and the college readiness requirement.


I can still remember my 1970s experience of adjusting to college education upon completion of my high school. There is no matriculation or pre-u program to help readiness. All I had was the University orientation week which tend to be more incline to 'freshie bullying field day'.


How i struggled through my 3 year Diploma program, with the worst score in the first semester itself and did not enjoy any moment of it except when I was doing sports and represented the University. I also noted that my first degree was easier and later my post degree the easiest!


I also remembered how some colleagues that failed in the same program later excelled in a different program at a different university.


I came to the conclusion college readiness has a lot to do with it. So having a mechanism to indicate that a student is college ready would be great. A supporting program to better prepare a students would be welcomed and appreciated, other than there is money to be made.

Your T(w)een's School Social Life - When to Step in and When to Step Back

Your T(w)een's School Social Life - When to Step in and When to Step Back

Meeting the Man

Yeah i know it has been quite a while since my last entry. Just would like to continue where i have left off. Not long after our presentation at the Parliament House to a group of very high profile people and managed to sell the idea and concept, we got to see 'the Man". I came early just to ensure i get to the building that i thought was part of the Islamic Museum. It is just that i was a bit not dressed up to the occasion, but that secondary.

The Man is none other than The Father of Modern Malaysia - Tun Mahathir. Never in my wildest dream to sit and discuss with the man eye to eye. But the topic of discussion which is hot at the moment overwhelms the awe of sitting with him. Indeed it is about IC Citizen. We presented the idea, objective and concept of which he agrees. But one thing that caught my attention was when Tun asked about how do one teach 'ethics'? The same concern that i have discussed on my last blog entry. When i mentioned Case Study as the way...he agrees. I said to myself...wow exactly how i think it should be thus again reconfirmed my earlier hunch. Again i thought...this is my research framework!

Sharing our thoughts with Tun, definitely makes my day!

Major ethical dilemma of the Web and the Internet

A euphoria of discussionss was in the local news when everyone start talking about the need to filter of phonographic sites. Dr M in his blog discussion pushed the idea of filtering, saying now is the 'appropriate time' since the inception MSC and decree declaration of filter-free Internet for Malaysia. A front page news on some newspapers and main stories in major digital media. Comments from all quarters especially the Ministers and Deputy Ministers in agreement.

All this became a sitting target for PSSB new found arsenal to fire home its IC Citizen training and certification bullets. What a great timing. The endorsement form our Parliament House presentation earlier will put the 1Citizen program into the limelight.

But today Charles I. Cragg in "Because Wisdom Can't be Told" (Harvard Alumni Bullettin, October 19, 1940) gave me a lease of life in confirming the correct approach and direction of using case study in designing and developing the training module of IC Citizen. Now i have the Theoretical Ethical Framework and the right methodology.

As Cragg puts it;

"The case system, properly used, initiates students into the ways of independent thought and responsible judgment. It faces them with situations which are not hypothetical but real. It places them in the active role, open to criticism from all sides. It puts the burden of understanding and judgment upon them. It provides them the occasion to deal constructively with their contemporaries and their elders"

I am happy!

"Paparazzi" - Micheal Greyson

Cisco Cybercrime showcase

Cisco Cybercrime showcase

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