Many Governments and School districts offer Teacher Bonuses as a way to improve teaching.
Dan Ariely sums up the consequences of this strategy:
Wednesday, 31 December 2014
Monday, 9 June 2014
oltaire's Bastards”. Saul leadership with management - Leadership is about inspiring people, management is about people as objects of input-output processes.
It may be why Prof Richard Boyatzis has found 50% of Leaders do not add any value!!
Other researchers, notably University of Chicago economist Steven Levitt, in his book “Freakonomics”, have discovered widespread cheating by teachers on these external tests.
Levitt has found significant evidence that Teachers adjust student answers on external tests to ensure all students in their class get good scores.
Prof Robert Sapolski gives a funny and short (20 sec) talk on where all this accountability and testing is heading.
Monday, 13 January 2014
Sir Ken Robinson has the most popular TED talk - Do schools kill creativity?
I have been to a number of Schools throughout Australia and every one of them has shown the talk to its staff.
other significant people are arguing for similar changes in relation to Mathematics teaching. Notably, Conrad Wolfram arguing for a more realistic and practical teaching of mathematics.
Also, Dan Meyer, in his talk, “Math class needs a makeover” supports Wolfram’s contention.
Others like talk about the demoralizing effect of standardized testing and he argues for more positive assessment procedures in order to motivate students.
yet I have not heard of any Schools, particularly at Senior levels, actually making the changes that Robertson suggests.
The key question is WHY?
“What gets measured gets managed.”
as they usually test just facts and knowledge, often in obscure scenarios.
The comparative appeal of standardized tests is easy to see: they are relatively inexpensive to administer; can be mandated relatively easily; can be rapidly implemented; and deliver clear, visible results. However, relying only on standardized tests simply dodges the complicated questions of what tests actually measure and of how schools and students react when tests are the sole yardstick of performance.”