Pineapples Don't Have Sleeves
If ever there was a reason to pull a stop on standardized testing mania, it's this story.
The Hare and the Pineapple.
Yes, apparently in NYC's 8th grade standardized test there was a reading section, based on a story by Daniel Pinkwater, the children's author, about a hare and a pineapple having a race, based on The Tortoise and the Hare. (The story was altered from Mr. Pinkwater's original according to Mr. Pinkwater.)
So the Pineapple challenges the Hare to a race and as all the other animals are standing around, the Crow says the Pineapple has something up his sleeve because the Pineapple can't move. (It is also pointed out that pineapples don't have sleeves.)
So when Hare arrives and takes off, they are confounded but then the Hare finishes the race and everyone cheers and eats the Pineapple. The End.
What?
Naturally, if you are an 8th grader who can actually READ, you may have a problem figuring out the moral of the story.
The Education Commissioner says the media didn't print the whole thing and "it makes more sense in the full context of the passage" but admits the questions are "ambiguous." Here's the whole thing.
Mr. Pinkwater told the New York Daily News that it's the "world's dumbest test question."
Apparently this question has been used in several different states and confused kids in all of them.
Now if the use of this story is to challenge kids to think differently about motivation or find nuances in stories, there are better stories.
Here's a 1931 8th grade test for comparison from The Answer Sheet blog at the Washington Post.
From Valerie Strauss of the Washington Post:
The problem, of course, isn’t one test question that people think was badly drawn, or the strong likelihood that other questions on these exams make little sense or actually assess only a small band-width of skills, concepts and knowledge that we want students to know.
The problem is that the results of standardized tests are being used in New York and other states to assess not only students but teachers, principals and schools through complicated formulas that purport to show how much “value” a teacher adds to a student’s achievement. Researchers say that “value-added” assessment models can’t do what supporters say they do and are unreliable accountability.
The stakes of these tests are getting higher as educator evaluation systems are being put in place that are based largely on how well a student does on these exams.
The Hare and the Pineapple.
Yes, apparently in NYC's 8th grade standardized test there was a reading section, based on a story by Daniel Pinkwater, the children's author, about a hare and a pineapple having a race, based on The Tortoise and the Hare. (The story was altered from Mr. Pinkwater's original according to Mr. Pinkwater.)
So the Pineapple challenges the Hare to a race and as all the other animals are standing around, the Crow says the Pineapple has something up his sleeve because the Pineapple can't move. (It is also pointed out that pineapples don't have sleeves.)
So when Hare arrives and takes off, they are confounded but then the Hare finishes the race and everyone cheers and eats the Pineapple. The End.
What?
Naturally, if you are an 8th grader who can actually READ, you may have a problem figuring out the moral of the story.
The Education Commissioner says the media didn't print the whole thing and "it makes more sense in the full context of the passage" but admits the questions are "ambiguous." Here's the whole thing.
Mr. Pinkwater told the New York Daily News that it's the "world's dumbest test question."
Apparently this question has been used in several different states and confused kids in all of them.
Now if the use of this story is to challenge kids to think differently about motivation or find nuances in stories, there are better stories.
Here's a 1931 8th grade test for comparison from The Answer Sheet blog at the Washington Post.
From Valerie Strauss of the Washington Post:
The problem, of course, isn’t one test question that people think was badly drawn, or the strong likelihood that other questions on these exams make little sense or actually assess only a small band-width of skills, concepts and knowledge that we want students to know.
The problem is that the results of standardized tests are being used in New York and other states to assess not only students but teachers, principals and schools through complicated formulas that purport to show how much “value” a teacher adds to a student’s achievement. Researchers say that “value-added” assessment models can’t do what supporters say they do and are unreliable accountability.
The stakes of these tests are getting higher as educator evaluation systems are being put in place that are based largely on how well a student does on these exams.
Comments
NY Times 4/29/01: Test Answer Calls to Mind A Scandal, by Sam Howe Verhovek
"For Washington students taking a state standardized test...the question seemed innocuous enough, if not particularly exciting.
Using the geographical information provided about four imaginary towns along the route of a school bus driver, figure out the alignment of the towns from west to east.
The correct answer was: (C) Mayri, then Clay, then Lee, then Turno. Mayri. Clay. Lee. Turno.
Wait. Say that out loud. Does that sound like Mary Kay Letourneau?"
The costs, both in blood and treasure, don't justify this testing obsession. But that so much rides on these tests attests not to what is best for student learning, but what meets the agendas of institutional actors who care mostly about their careers.
BTW: For what it's worth, my ranking of the super candidates, given what we know so far about them, is Enoch, Banda, and a distant third--Husk.
In an earlier thread I said I'd like someone with local roots at the end of his or her career who will bring experience, maturity, and who will not look at this job as a stepping stone to somewhere else. Enoch comes closest to that description, and other things I've heard about him make me think he will be the best fit insofar as he doesn't seem to be aligned with any national political agendas and will bring energetic, imaginative leadership balanced with seasoned common sense.
That's my raw first impression, but I'd like more info about his stance toward NCLB and RttT, and corporate reform in general. I think it's good that he has some private-sector experience and understands first hand how that world works, but I want more assurances that he understands that the constituencies he serves are, first, students and their families (and their elected board); second, teachers and staff; and a distant third--the downtown political and business establishments.
For those of you like me, who wouldn't know an SGP if it slapped me across the face, those are STUDENT GROWTH PERCENTILES. I recall during a board presentation Eric Anderson was talking about using the Colorado Growth Model SGPs for teacher evaluation because, why not, they all making it up as they go along anyway.
What is 1 of the surest ways of destroying civil society, being led by
A. The Brutal, or
B. The Stupid, or
C. The Brutally Stupid, or
D. Arrogant elites, or
E. huh?
UhHuh?
What is 1 of the surest ways of destroying civil society, being led by
A. The Brutal, or
B. The Stupid, or
C. The Brutally Stupid, or
D. Arrogant elites, or
E. huh?
UhHuh?
My child had a practice MAP test packet over break. Here is one question:
Paneet checked the thermometer at 8:00am. The temperature fell 26 degrees by 6:00pm. (then there is a picture of a thermometer that reads about 48 degrees)What is the temperature at 6:00pm? Choices: 22F, 26F, 32F, 48F
There is no notation of what time of day the pictured thermometer is supposed to represent. We figured the answer had to be "22" but with no more info than what was given it really isn't possible to choose with confidence.
Also, how is it that some schools can send home test preparation packets and other schools do not? Yet another way these results will be potentially skewed as some schools choose not to test in the fall, prep kids with take home worksheets, and spend time doing pre tests on the computer before taking the real test. You can't tell me that does not affect scores. It is such a waste of time and resources.
Frustrated parent.
It only underscores the feeling that the reform industry really doesn't know that much about education.
Catherine
someone posited the theory yesterday that testing companies like Pearson who design standardized tests design them with two goals in mind: one is to make millions and the other is to make sure our kids fail them!! So they can reap the rewards of making more tests to fail thereby holding kids back in school so they stay in school longer to take more tests that will dumb them down even further...
a mom
Stunned
Palm Beach Co Schl Bd FLA adds support to national movement vs over emphasis on high-stakes testing Sun-Sentinel FCAT Frenzy