{"id":864,"date":"2010-09-10T12:50:25","date_gmt":"2010-09-10T20:50:25","guid":{"rendered":"http:\/\/www.richgibson.com\/blog\/?p=864"},"modified":"2010-09-10T12:50:25","modified_gmt":"2010-09-10T20:50:25","slug":"rouge-forum-update-september-11-hysteria-edition","status":"publish","type":"post","link":"https:\/\/www.richgibson.com\/blog\/rouge-forum-update-september-11-hysteria-edition\/","title":{"rendered":"Rouge Forum Update: September 11 Hysteria Edition"},"content":{"rendered":"

Reminder: Nominations for the Rouge Forum Steering Committee go to Community Coordinator Adam Renner at adamrenner70@gmail.com<\/a> by Septembeer 15. Rouge Forum conference authors\/presenters, please send your finished work to Adam. <\/em><\/strong><\/p>\n

and don\u2019t forget to strike on October Seventh!<\/strong><\/p>\n

Little Red Schoolhouse<\/span><\/strong><\/p>\n

www.youtube.com\/watch?v=7vcgCG60tw8&feature=watch_response<\/a><\/p>\n

Real Authentic Rooted in Life Assessment (no kidding)<\/strong>: The Learning Record provides an architecture and process for documenting student progress and achievement, based on interviews, observations over time, samples of students’ naturally-occurring work, and well-supported interpretations of learning across five dimensions. It is an evidence-based assessment with a deep foundation in learning theory and research. An 8-page print form (The Primary Language Record) was originally developed by London teachers and researchers to facilitate the process, gather information, and present it consistently. This information is collected and organized using a simple Word or RTF document that links to a selection of student work, prepared over the course of a semester or school year.<\/p>\n

The Learning Record provides a way of accounting for learning that is richer and more meaningful than standardized testing, yet offers much more consistency and comparability across student populations than conventional portfolio assessment. It can serve as the sole record of students’ achievement, or it can be used to inform and support conventional grading.
\nwww.learningrecord.org\/contents.html<\/a><\/p>\n

Versus<\/strong><\/p>\n

Value Added Assessment (Pro): What is value-added assessment?<\/strong>
\nValue-added assessment is a new way of analyzing test data that can measure teaching and learning. Based on a review of students’ test score gains from previous grades, researchers can predict the amount of growth those students are likely to make in a given year. Thus, value-added assessment can show whether particular students – those taking a certain Algebra class, say – have made the expected amount of progress, have made less progress than expected, or have been stretched beyond what they could reasonably be expected to achieve. Using the same methods, one can look back over several years to measure the long-term impact that a particular teacher or school had on student achievement. www.cgp.upenn.edu\/ope_value.html<\/a><\/p>\n

\"\"<\/a><\/p>\n

The Racist Common Core Standards (note the good bibliography at end)<\/strong>: \u201cI believe the standards movement is generally a decoy. I don\u2019t care whether it\u2019s a Democrat or Republican who calls for it. When people put so much emphasis on standards as a school reform tool, it means that they want to act like they\u2019re performing a reform effort, but they\u2019re actually moonwalking. They look like they\u2019re going forward but they\u2019re going backwards.\u201d www.blackeducationnow.org\/id17.html<\/a><\/p>\n

New Tests! With Computers! ($330 million): <\/strong>With a federal award of $330 million, California and 43 other states joined Thursday to replace the much-maligned year-end English and math standardized tests with new nationwide tests that could better measure student learning and teacher performance. Also Thursday, the Los Angeles Board of Education formally directed its superintendent, for the first time, to include student test score data as part of teachers’ evaluations. “This is not an educational tool; this is an educational weapon” aimed at weakening job protections, said Mat Taylor of United Teachers Los Angeles. Elsewhere, he added, such efforts have translated to silencing union activists and narrowing what students are taught.
\nThe diversion, as he called it, over teacher evaluations “keeps us from talking about the real issues we face,” such as inadequate funding and lack of meaningful teacher input at schools.
\nwww.latimes.com\/news\/local\/la-me–lausd-20100903,0,2428011.story<\/a><\/p>\n

Broad Foundation Brags, \u201cWe\u2019re Kickin Ass!\u201d<\/strong> The Broad Residency in Urban Education announced today it has placed its largest class of 42 early career executives into 28 public education systems across the country, expanding for the first time into state departments of education. www.sys-con.com\/node\/1524011<\/a><\/p>\n

Full Scale Assault on Education in 2010: Class Size\/pay cuts\/closed schools\/transfers\/benefit cuts\/more student fees, and worser!<\/strong>
\nwww.detnews.com\/article\/20100907\/SCHOOLS\/9070341\/Detroit-area-students-return-to-bigger-classes–costlier-fees<\/a><\/p>\n

An Opening Question for Any Class: Why Have School? Why Are We Here?<\/strong>
\nwww.counterpunch.org\/gibson09072010.html<\/a><\/p>\n

It\u2019s Class War: So far the education sector has largely lead resistance to the cuts, on college campuses specifically, but these cuts go far beyond the universities<\/strong>. It is not just education that is being destroyed; social services, such as free and\/or affordable healthcare are being cut; there are massive foreclosures and a lack of affordable or public housing; unemployment remains high. Anyone can see that these cuts aren\u2019t just affecting students, but the working-class as a whole.<\/p>\n

To the Budget Cut Movement: No More Ignoring State Violence<\/a><\/p><\/blockquote>\n