[etni] Logs, Tests and Other Assessments

From: Judy Cohen <cwejudy@xxxxxxxxx>
To: etni@xxxxxxxxxxxxx
Date: Wed, 22 May 2013 09:01:37 +0300
Just a few remarks, not organized in any particular order:
I think it's good that we have the option of logs or tests.  We seem to
assume that logs are longwinded and inflated, while tests are brief and
terse.  That is not necessarily the case.    A log can be streamlined and
guided, with strict instructions to prevent written filibusters, while a
test can be an interesting assignment - and even a take-home one.  I used
to test literature with a take-home exam for the weekend.  Usually the
assignment would be something like making a seating plan for a dinner
party, with various characters from what we had read as the guest list.
The student would have to decide who could sit next to whom and why, what
they might talk about, etc.  Or perhaps a brief play script combining two
stories we had read.  Or an advice column to which a few characters had
written letters.  I don't know how much autonomy teachers have with this
now (as I am mostly in alternative ed) but I enjoyed it while I had it.

Regarding the issue of university acceptance - our colleges and
universities are lazy.  In the US there is a complex process - all high
school grades are examined, and they show the students' strengths and
weaknesses, various trends over the years, perseverance, pursuing of
interests, and more.  The SATs and other state tests (if they have any)
show how well they test, work under pressure, etc.  Other factors come into
play as well - a personal interview which can reveal a good deal, records
of volunteering, extracurricular activities, community life, etc.These
factors are not lumped together in an average but examined to create a
composite picture of the prospective student.  Here, they want to see a
number or two and make their decision.  A high magen and lower Bagrut might
show that this student works hard and has a little difficulty with testing
- and perhaps should study something that is more paper-assessed.  The
opposite might show that he/she is very bright but not a hard worker.

As I've said many times, averaging the Magen and Bagrut is like gluing half
an apple to half an orange to create an average fruit.  But that's how we
do it, because that's what universities want.  In the 1930's the newly
emerging education system signed a contract with Hebrew University.  Of
course, in those days not too many students went to high school.  Today we
need to find parameters that are fair to all, yet properly reward both
aptitude and hard work.  Ideas, anyone?


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[etni] Logs, Tests and Other Assessments

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