[etni] Fwd: Re: pro - log
- From: ETNI list <etni.list@xxxxxxxxx>
- To: Etni <etni@xxxxxxxxxxxxx>
- Date: Thu, 21 Oct 2010 06:42:39 +0200
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From: Ruthi <rsheffer@xxxxxxxxx>
Subject: Re: pro - log
I am afraid I have to take issue with a couple of points here.
First the reason that you state for leaving the Logs in is exactly the
reason that the HOTS program is problematic- as teachers we NEED
freedom to choose the texts and that is exactly why we dont want to be
forced into the straightjacket of the exam. The lack of objectivity in
the assessment of the LOG is what I object to but I would be forced to
take it if I want to choose my pieces. As things stand the same old
pieces are on the exam,but if I want to be innovative and free I have
to do the log which I see as very problematic in terms of a.
objectivity and b.workload to say the least.
Secondly the problem you mention regarding kids moving groups has yet
to be addressed at any level of this new program.
Thirdly I would like to remind everyone on the list that we have as
yet to see ANY sample papers/questions for any of this.
Finally regarding people who accuse the protesters of unpleasantness,
we are only fighting for our students and our professional integrity.
Nobody has to agree with what we say but the fact is that many do and
many have been intimidated for their views. The mudslinging came from
the pro HOTS camp which claimed we were a small,insignificant and
irritating minority trying to spoil the sandpit for all the other
children and we all KNOW now that that is far from the truth.I still
can tell you for a fact that many teachers are writing to me off list
as they still feel uncomfortable expressing their views freely here
and that is in my opinion EXTREMELY SAD.
Sorry to go on, but I feel most strongly about this issue, and just
want what is best for students and teachers.
Have a good day,
Ruth
Sharon wrote:
> I appeal to all of you who have reservations against the new lit
> program NOT to fight to eliminate the option of Logs! first, it is an
> option - no one has to do it, but some of us might choose to do it.
> (Yes, the issue of pay still needs to be addressed.) To me, the most
> critical issue is maintaining the teacher's freedom to choose his/her
> lit texts, and this is not just a matter of personal preference; it is
> a pedagogical issue. Literature must be chosen with a particular class
> in mind. this is especially true in a country like ours, with so many
> different types of populations. A text suitable for a secular coed
> class might be a poor choice for a group of young women in a Haradi
> school, etc. The national exam is always going to choose rather bland
> literature for this very reason.
>
> As for the problem of cheating, parents doing the log etc. - it is my
> understanding that the summative assessment is (or at least can be)
> and EXAM - and that part is given 80% weight. In my school, we are
> planning to come up with a standardized format for such an exam - (one
> for 4 points and one for 5 points) - including how many questions are
> to be given of each type. These tests will actually be pretty much the
> same as the type of lit exams we have always given.I have written to
> Judy suggesting that such a standardized format for the summative
> assessment be adopted for the entire country. (Actually, we can use
> the written lit bagrut as a model of what the class exam should look
> like).
>
> The other 20% for each piece will be based on - 10% for a piece of
> writing done in class, and 10% - anything else the teacher wishes to
> include - homework, participation, attendance, a worksheet done in
> class, etc.
>
> If this is done, it should greatly alleviate the problems of kids not
> doing their own work, and parental pressure for higher grades. (I find
> that parents rarely argue with test results) - and I hope will prevent
> the pressure that will inevitably be upon us to push three pointers to
> four points by cutting corners on the log.
>
> As to moving from four to five - that is a problem. I think we can try
> to teach some pieces that are suitable for both 4 and 5. If a student
> moves from 4 to 5, as long as that student has done an equivalent
> piece of lit, then perhaps he/she can simply put a different piece
> into his/her log. Perhaps a "bridging" exam - an exam on the same
> piece but with some questions at a higher level - could be a
> prerequisite for moving between from four to five.
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