Teach to the Test and Commence
By ice rivers
If you're gonna teach it, you've got to test it.
If you're gonna test it, you've got to teach it.
Create the test at the beginning of insruction not at the end and teach to the test.
When we begin with what we know that we want the students to learn during the course of our instruction then we know what should be on the test, therefore, we know what to teach if not yet how to teach it. The essential concern is making sure that the essential is our concern during instruction and evaluation We determine the essential when we construct the test at the beginning of instruction rather than at the end.
When we construct the test at the end we are taking a crapshoot at determining what information we think the students should or could have used during our instruction. We are asking them to pyscho analyze us in order to ascertain what they think that we think is the essential message of our instruction instead of us telling them exactly that over and over during th course of instruction.
When we construct the test first, however, there is the dreaded outside possibilitiy that everyone in the class will understand everything that we desired them to lean because we have continually tried to shorten the distance between instruction and evaluation. We want therm to learn what we want them to learn and they freakin' learned it.
In our initial test constructiontion we determine and differentiate between what is essential, what is important, what is nice to know and what is nice to know about what is nice to know.
We demand that everybody in the class understands and can put into practice what we consider to be essential. We don't stop with the essential unti we are sure that everybody in the class has got hold of it. The people who grasp the essential first are given the responsibility of helping those slow to grasp it.
Many "problem" studentsd learn amazingly fast when the information is passed on friend to friend. Friends prepare each other.
What a concept.
If we give the pre-pared test on the essentials when everybody has been prepared to pass that test, then HOLY SHIT everybody gets an A because we're not gonna stop until everybody does.
This might suggest that the teacher and the students have successfully done their job and that success can be proven anytime any examination of the essentials covered in the course needs to be re=administerd especially in what we laughingly refer to as "real life" where we really find out what the hell was/is essential.
However we are rarely satisfied with this accomplishment because we have not indicated and/or separated the DUMB SHITS away from everybody else.
We haven't buried anybdoy.
If we don't bury any of the incorrigibles or DUMB SHITZ how will we know who to ignore as subsequent instruction commences?
Don't tell me that everybody is going to succed with the right of instruction.
What about the shtoopid a holes?
The right instruction is aimed at exclusion rather than inclusion.
The right instruction is more insured when we create the test at the end rather than at the beginning.
Just like life.
During our lifetimes we are always told to be prepared but rarely told what to prepare for as a result we prerpare for everythins except the one GODDAMN thing that slipped through the preparation and clobbers us with that punch that we never saw coming and throws CATASTROPHE into the non- linearity we call our autobiographies.
Which is also why God invented Hell which we tend to manifest on earth whenever we are caught unprepared. etc.