[net-gold] Dukenfield's Law & Campbell's Law

From: "David P. Dillard" <jwne@xxxxxxxxxx>
To: Other Net-Gold Lists -- Educator Gold <Educator-Gold@xxxxxxxxxxxxxxx>, Educator Gold <Educator-Gold@xxxxxxxxxxxxxxxx>, net-gold@xxxxxxxxxxxxx, NetGold <netgold@xxxxxxxxxxxxxxx>, Net-Gold <net-gold@xxxxxxxxxxxxxxxx>, K-12ADMINLIFE <K12ADMIN@xxxxxxxxxxxxxxxxxxx>, K12AdminLIFE <K12AdminLIFE@xxxxxxxxxxxxxxx>, NetGold <netgold@xxxxxxxxxxxxxxxx>, Net-Platinum <net-platinum@xxxxxxxxxxxxxxx>, Temple Gold Discussion Group <TEMPLE-GOLD@xxxxxxxxxxxxxxxxxxx>, Temple University Net-Gold Archive <net-gold@xxxxxxxxxxxxxxxxxxx>
Date: Sun, 15 Aug 2010 06:23:37 -0400 (EDT)

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Date: Sat, 14 Aug 2010 20:52:11 -0700
From: Richard Hake <rrhake@xxxxxxxxxxxxx>
Reply-To: Net-Gold@xxxxxxxxxxxxxxx
To: EVALTALK@xxxxxxxxxxx
Cc: AERA-L@xxxxxxxxxxxxxxxxx, Net-Gold@xxxxxxxxxxxxxxx,
    PHYSLRNR@xxxxxxxxxxxxxxxxxxxxxxx
Subject: [Net-Gold] Dukenfield's Law & Campbell's Law

Michael Paul Goldenberg (2010) has alerted subscribers to the article
"Dukenfield's Law of Incentive Management" [Kleiman (2010)].

Dukenfield's Law is: "If a thing is worth winning, it's worth cheating for."

Doubtless many subscribers are acquainted with the related
"Campbell's Law"[Campbell (1976, 1979), Nichols & Berliner (2005)]:

"The more any quantitative social indicator is used for social
decision making, the more subject it will be to corruption pressures
and the more apt it will be to distort and corrupt the social
processes it is intended to monitor."

Witness the results of high-stakes summative testing of students and
teachers mandated by the "No Child Left Behind" Act, as detailed in
e.g., "Collateral Damage: How High-Stakes Testing Corrupts America's
Schools" [Nichols & Berliner (2007)].

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
Invention of the Internet (PEDARRII)
< rrhake@xxxxxxxxxxxxx>
< http://www.physics.indiana.edu/~hake >
< http://www.physics.indiana.edu/~sdi >
< http://HakesEdStuff.blogspot.com >
< http://iub.academia.edu/RichardHake >

REFERENCES [URL's shortened by < http://bit.ly/ >].

Campbell, D.T. 1976. "Assessing the impact of planned social change,"
in G. Lyons, ed. , "Social research and public policies: The
Dartmouth/OECD Conference, " Chapter 1, pp. 3-45. Dartmouth College
Public Affairs Center, p. 35; online at <
http://www.wmich.edu/evalctr/pubs/ops/ops08.pdf > (196 kB). This URL
is now DEAD :-( , but see Campbell (1979).

Campbell, D.T. 1979. "Assessing the impact of planned social change,"
in "Evaluation and Program Planning" Volume 2, Issue 1, an abstract
is online at <http://bit.ly/aQ4iJU>. For a memoriam to the late
Donald Campbell see < http://bit.ly/bxyGfR >: "He was the founder of
the domain of 'evolutionary epistemology'
< http://bit.ly/a9XGKV > (a label he created), in which he
generalized Popper's falsificationist philosophy of science to
knowledge processes at all biological, psychological and social
levels."See also < http://en.wikipedia.org/wiki/Donald_T._Campbell >.

Goldenberg, M.P. 2010. "Dukenfield's Law of Incentive Management,"
EDDRA2 post of 14 August 1:18 pm (Yahoo fails to specify the time
zone), online at <http://groups.yahoo.com/group/EDDRA2/message/1185>.

Kleiman, M. 2010. "Dukenfield's Law of Incentive Management," The
Atlantic, 13 August 2010; online at
< http://bit.ly/bsRokM >.

Nichols, S.L & D.C. Berliner. 2005. "The Inevitable Corruption of
Indicators and Educators Through High-Stakes Testing," Arizona State
Univ., Education Policy Studies Laboratory, online as a 1.5 MB pdf at
< http://bit.ly/bbAymz > (1.5 MB).

Nichols S.L. & D. Berliner. 2007. "Collateral Damage: How High-Stakes
Testing Corrupts America's Schools." Harvard Education Press. See <
http://www.hepg.org/hep/Book/62 >, which carries the praise of UCLA
emeritus professor W. James Popham: "This savage assault on
high-stakes testing in education arrives with a clear concern about
those most harmed by high-stakes tests-students and teachers. Nichols
and Berliner provide a carefully reasoned analysis laced with
frightening accounts drawn from public schools. Not merely another
pummeling of 'No Child Left Behind,' this is a readable evisceration
of the premise that our schools can be evaluated with a single
indicator. If you care about public schooling, this is required
reading."

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[net-gold] Dukenfield's Law & Campbell's Law

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