02 – Measure
This is the second post from 2 May, but I felt it was an important thing to sketch as it has occupied a little bit of my thought patterns today.
Today, the NZ Herald began a series of reports looking into New Zealand Education. Today’s post was about the impact National Standards is having on education, and there are various opinions on this from different factions of the system.
One of my good friends posted about this, and one of his friends chimed in with his theory, that “What gets measured gets done”.
As my friend pointed out; so much of teaching is immeasurable; and makes this statement somewhat inaccurate in the world of education. It’s a little bit like trying to quantify love.
Add to this the well known fact that National Standards data is “extremely ropey” (as quoted from John Key), and different teachers with different experiences, with different schools and different interpretations of a series of National Standards which have been made quite subjective, especially when talking about Reading and Writing, will often lead to a variety of understandings of what is and isn’t the “National Standard”. They are not national, nor are they standard, as outlined by Waikato University’s Martin Thrupp.
Hence our bendy ruler, with different scales depending on which side of the ruler you use. Go ahead.
As one parent put it when they commented on my friend’s feed; “…most parents would prefer classroom hours are spent teaching not testing.”
Let’s stop weighing the pig.