Salutations to our esteemed adjudicators, audience - and my dear friend ktprktpr - alike!
Ktprktpr, you ask where you see the word "world" in the topic? I would retort Where do *you* see the exclusivity of the USA specified?
Education affects us all, ktprktpr, not simply those whose undoubted good fortune is to live in the good ol' United States. Home of the free, brave
and proud. The majority of *us* also live in countries that we are equally proud of, feel free in and have demonstrated bravery for
The reason Ive persisted with a world view is quite simple:
1) The ATS board is international for example, our esteemed facilitator Kano lives in Australia. I am a British citizen. To consciously make the
decision, as *you* do ktprktpr, to exclude other countries is, frankly, imperialistic. Pax Americana anyone?
2) By choosing to ignore what happens in the wider world the other 95% of us the opportunities to share good practice are lost.
I suspect your reason for doing this is because you are not
confident in your material for this debate and wish to only discuss a schooling
system youve experienced first hand (presumably as a student, rather than a teacher?)? No matter, ktprktpr, I *am* confident enough to discuss this
on *your* terms. Ive always tried to accommodate my students limited prior knowledge, but endeavour to raise their performance eventually
Ktprktpr, you argue that aren't professors known for their accomplishments, not test scores? I would agree BUT *how* did Professors get to
They learnt the tools and techniques they would need to meet the rigours and challenges of facing peer review by undertaking an apprenticeship of
sorts. They went to school, they went to college, they went to university, and they successfully completed their first degree all via the medium of
examinations. They took a Masters degree they went on to complete a PhD. Do you see what Im saying here?
They *needed* examinations as a way of having checks and balances - before they received their professorships!
Whilst you seem to decry the quality of the education system in the USA, ktprktpr, there is, in fact, a demonstrable desire for international
examinations, which are taken to be those that originate in, and are recognised for, access to university or the labour market in countries outside
that in which they are taken, especially the USA!
In 1994/95, the latest year for which reasonably complete data are available, almost 719,000 foreign students were in higher education in just four
Anglophone countries, the USA
, UK, Australia and Canada, representing over 45% of the global total (UNESCO, 1998).
In the USA
, by far the largest proportion (57.8%) came from East, South Central and South East Asia, particularly East Asia, with Japan,
Taiwan, Korea and China accounting for 34% of the national total. A further 19.3% come from Europe and Canada, with Latin America and the Caribbean
accounting for just 10.4% and Africa no more than 4.6% (NCES, 1996).
So, despite your protestations, ktprktpr, the education system in the USA is still prized - if not by yourself personally - then at least by those
who can discern the reality of the situation and value those examinations!
A link to Nation at Risk
- gave these key
Graduation requirements should be strengthened so that all students establish a foundation in five new basics: English, mathematics, science, social
studies, and computer science.
Schools and colleges should adopt higher and measurable standards for academic performance
The amount of time students spend engaged in learning should be significantly increased.
The teaching profession should be strengthened through higher standards for preparation and professional growth.
So, far from dismissing examinations, they seem to be advocating even more rigorous standards!!
Mr Gabas article, which despite his credentials as one-time Dean of the graduate school of education at Hamline University, was styled only as
Remarks. One was to theMinneapolis Rotary on October 19, the other to a group of key education legislators at Alexandria MN on December 14.
After dinner speaking really
Anyways, I eagerly searched for "Joes" criticism of Examinations but couldnt find any such arguments? He certainly finds that new technologies
could enhance learning, but doesnt suggest that examinations need to be replaced per se.
Ktprktpr, could you specify
*where* in the text - or others you might access - this is mentioned please?
Similarly, if you could access Ms Tuckers article and quote verbatim
the need to abolish examinations then I would be very much obliged Sir.
I give the stage back to you, my honourable friend ktprktpr!!
(National Centre for Education Statistics) (1996) The Digest of Educational Statistics 1996,
Statistical Yearbook 1998 (Paris, UNESCO).