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	<title>Comments on: SAT and ACT Mean Nothing?</title>
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	<link>http://www.matthewktabor.com/2009/11/04/sat-act-mean-nothing/</link>
	<description>In Education for the Aughts, Matthew K. Tabor discusses issues in K-12 and higher education. He examines: college, law school &#38; medical school admissions; NCLB &#38; testing; teaching; teacher certification; parent &#38; community relations; school law; school boards; &#38; national education trends. Matthew is an admissions consultant and private educator. He writes out of Cooperstown, New York.</description>
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		<title>By: Arnaldo Ghersi</title>
		<link>http://www.matthewktabor.com/2009/11/04/sat-act-mean-nothing/comment-page-1/#comment-3706</link>
		<dc:creator>Arnaldo Ghersi</dc:creator>
		<pubDate>Thu, 21 Jan 2010 22:10:53 +0000</pubDate>
		<guid isPermaLink="false">http://www.matthewktabor.com/2009/11/04/satact-mean-nothing/#comment-3706</guid>
		<description>Dear Friends:
I believe the disruptive innovation in the Educational industry will occur when we start implementing a Quality Assurance System.
Education, as any other continuous process industry, needs to implement a quality control system; a Total Quality Assurance. There is a big difference between having a QC system, and measuring the quality of a given education. While the second choice provides metrics after the process has been completed, the first choice offers the managers (the teachers) the possibility to act according to the responses and make the necessary changes to achieve the desired quality.  A QC system requires metrics in real time; a continuous evaluation. 
The other thing that the Education industry needs is a “measurement” system. Not a set of standardized tests. A QC system uses standard units to measure the different steps of a process. The concept of Learning Objects, used in the e-learning industry as standard of content, can easily be adopted by the Educational industry to measure the courses. Instead of using “credits” or “units”, LOs could be used to quantitatively and qualitatively measure the syllabus contained in a curriculum. Correlating content between institutions would be just a matter of matching the LOs of the desired curriculum. LOs also could be used for internationalization of career titles or certificates.
This Virtual platform will potentiate teachers’ capacities to become “teaching managers”. I would like to paraphrase Deming: Teachers who will work ON the system, monitoring study performance data of individuals, and correcting their weaknesses on-time, will achieve the desired knowledge (quality).</description>
		<content:encoded><![CDATA[<p>Dear Friends:<br />
I believe the disruptive innovation in the Educational industry will occur when we start implementing a Quality Assurance System.<br />
Education, as any other continuous process industry, needs to implement a quality control system; a Total Quality Assurance. There is a big difference between having a QC system, and measuring the quality of a given education. While the second choice provides metrics after the process has been completed, the first choice offers the managers (the teachers) the possibility to act according to the responses and make the necessary changes to achieve the desired quality.  A QC system requires metrics in real time; a continuous evaluation.<br />
The other thing that the Education industry needs is a “measurement” system. Not a set of standardized tests. A QC system uses standard units to measure the different steps of a process. The concept of Learning Objects, used in the e-learning industry as standard of content, can easily be adopted by the Educational industry to measure the courses. Instead of using “credits” or “units”, LOs could be used to quantitatively and qualitatively measure the syllabus contained in a curriculum. Correlating content between institutions would be just a matter of matching the LOs of the desired curriculum. LOs also could be used for internationalization of career titles or certificates.<br />
This Virtual platform will potentiate teachers’ capacities to become “teaching managers”. I would like to paraphrase Deming: Teachers who will work ON the system, monitoring study performance data of individuals, and correcting their weaknesses on-time, will achieve the desired knowledge (quality).</p>
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		<title>By: CRITICO D'ARTE SICILIANO</title>
		<link>http://www.matthewktabor.com/2009/11/04/sat-act-mean-nothing/comment-page-1/#comment-3703</link>
		<dc:creator>CRITICO D'ARTE SICILIANO</dc:creator>
		<pubDate>Fri, 15 Jan 2010 13:50:15 +0000</pubDate>
		<guid isPermaLink="false">http://www.matthewktabor.com/2009/11/04/satact-mean-nothing/#comment-3703</guid>
		<description>ospiti » Porcasi Gaetano
artist

Gaetano Porcasi is a Sicilian artist and school art teacher. His paintings are considered unique not only for their social and political commitment but also for the technique and choice of typical Mediterranean colours from which a strong and deep Sicilitudine (Sicilian mood) emerges. The 2003 itinerant exhibition Portella della Ginestra Massacre is a good example: in 1947 a group of Sicilian farmers was shot and killed in Portella by the outlaw Salvatore Giuliano and his men under orders from the local Mafia mobsters and big landowners in order to stop the farmers’ attempts to occupy and plant uncultivated local land. His historical paintings which denounce the violence and oppression of the Mafia find their counterpart in his paintings which depict sunny Sicilian landscapes rich in lemon, orange and olive trees, in prickly pear, agave and broom plants. They show the wealth of a land that has been kissed by God but downtrodden by man. In painting the sky of his native Sicily Gaetano uses several different hues of blue and it’s from this sky that his pictorial journey starts. In his paintings the history of Sicily, which has always been marked by its farmers’ sweat and blood and by their struggles for freedom and democracy, finds its pictorial expression in the fusion of the red flags of the workers with the Italian flag in a sort of Italian and Mediterranean epopea. The red flags and the Italian flag stand out against the blue sky that changes its hues according to the events, the seasons, the deeds and the moods that are painted on the canvas. The luxuriant nature of Sicily with its beautiful, sunny, Mediterranean landscapes seems to remain the silent, unchangeable and unchanged witness to events and the passing of time. Here people are only accidenti, they aren’t makers of their own life. Thus Gaetano makes a clear-cut metaphysical distinction between a benign, merciful nature and Man who breaks the natural harmony to satisfy his wild, unbridled ambition and selfishness and who becomes the perpetrator of violence and crime. Gaetano is also an active environmentalist and his fight against all forms of pollution has already cost him a lot of aggravation.</description>
		<content:encoded><![CDATA[<p>ospiti » Porcasi Gaetano<br />
artist</p>
<p>Gaetano Porcasi is a Sicilian artist and school art teacher. His paintings are considered unique not only for their social and political commitment but also for the technique and choice of typical Mediterranean colours from which a strong and deep Sicilitudine (Sicilian mood) emerges. The 2003 itinerant exhibition Portella della Ginestra Massacre is a good example: in 1947 a group of Sicilian farmers was shot and killed in Portella by the outlaw Salvatore Giuliano and his men under orders from the local Mafia mobsters and big landowners in order to stop the farmers’ attempts to occupy and plant uncultivated local land. His historical paintings which denounce the violence and oppression of the Mafia find their counterpart in his paintings which depict sunny Sicilian landscapes rich in lemon, orange and olive trees, in prickly pear, agave and broom plants. They show the wealth of a land that has been kissed by God but downtrodden by man. In painting the sky of his native Sicily Gaetano uses several different hues of blue and it’s from this sky that his pictorial journey starts. In his paintings the history of Sicily, which has always been marked by its farmers’ sweat and blood and by their struggles for freedom and democracy, finds its pictorial expression in the fusion of the red flags of the workers with the Italian flag in a sort of Italian and Mediterranean epopea. The red flags and the Italian flag stand out against the blue sky that changes its hues according to the events, the seasons, the deeds and the moods that are painted on the canvas. The luxuriant nature of Sicily with its beautiful, sunny, Mediterranean landscapes seems to remain the silent, unchangeable and unchanged witness to events and the passing of time. Here people are only accidenti, they aren’t makers of their own life. Thus Gaetano makes a clear-cut metaphysical distinction between a benign, merciful nature and Man who breaks the natural harmony to satisfy his wild, unbridled ambition and selfishness and who becomes the perpetrator of violence and crime. Gaetano is also an active environmentalist and his fight against all forms of pollution has already cost him a lot of aggravation.</p>
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		<title>By: Two good articles &#171; Mr. Bailey on the Web</title>
		<link>http://www.matthewktabor.com/2009/11/04/sat-act-mean-nothing/comment-page-1/#comment-3688</link>
		<dc:creator>Two good articles &#171; Mr. Bailey on the Web</dc:creator>
		<pubDate>Wed, 02 Dec 2009 08:28:33 +0000</pubDate>
		<guid isPermaLink="false">http://www.matthewktabor.com/2009/11/04/satact-mean-nothing/#comment-3688</guid>
		<description>[...] The amount of money involved is particularly troubling since these tests have been shown again and again not to be effective predictors of college success. The NACAC has recently called for discontinuing, [...]</description>
		<content:encoded><![CDATA[<p>[...] The amount of money involved is particularly troubling since these tests have been shown again and again not to be effective predictors of college success. The NACAC has recently called for discontinuing, [...]</p>
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		<title>By: Matthew K. Tabor</title>
		<link>http://www.matthewktabor.com/2009/11/04/sat-act-mean-nothing/comment-page-1/#comment-3666</link>
		<dc:creator>Matthew K. Tabor</dc:creator>
		<pubDate>Thu, 12 Nov 2009 21:13:45 +0000</pubDate>
		<guid isPermaLink="false">http://www.matthewktabor.com/2009/11/04/satact-mean-nothing/#comment-3666</guid>
		<description>Barry,

The love affair with what the SAT predicts seems to take a backup role to what the test shows. Common sense dictates that we&#039;d get a handle on meaning before we use it to predict with any value; unfortunately, as we well know, common sense rarely reigns.</description>
		<content:encoded><![CDATA[<p>Barry,</p>
<p>The love affair with what the SAT predicts seems to take a backup role to what the test shows. Common sense dictates that we&#8217;d get a handle on meaning before we use it to predict with any value; unfortunately, as we well know, common sense rarely reigns.</p>
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		<title>By: Matthew K. Tabor</title>
		<link>http://www.matthewktabor.com/2009/11/04/sat-act-mean-nothing/comment-page-1/#comment-3665</link>
		<dc:creator>Matthew K. Tabor</dc:creator>
		<pubDate>Thu, 12 Nov 2009 21:11:48 +0000</pubDate>
		<guid isPermaLink="false">http://www.matthewktabor.com/2009/11/04/satact-mean-nothing/#comment-3665</guid>
		<description>Anon,

I can&#039;t tell what Aldeman is trying to say. I suspect that we&#039;ll have a better handle on it when he figures it out, too.</description>
		<content:encoded><![CDATA[<p>Anon,</p>
<p>I can&#8217;t tell what Aldeman is trying to say. I suspect that we&#8217;ll have a better handle on it when he figures it out, too.</p>
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		<title>By: Matthew K. Tabor</title>
		<link>http://www.matthewktabor.com/2009/11/04/sat-act-mean-nothing/comment-page-1/#comment-3664</link>
		<dc:creator>Matthew K. Tabor</dc:creator>
		<pubDate>Thu, 12 Nov 2009 21:11:04 +0000</pubDate>
		<guid isPermaLink="false">http://www.matthewktabor.com/2009/11/04/satact-mean-nothing/#comment-3664</guid>
		<description>Chad,

I&#039;ve responded to your comment here:

http://www.matthewktabor.com/2009/11/12/i-dont-want-to-ruin-my-gpa/</description>
		<content:encoded><![CDATA[<p>Chad,</p>
<p>I&#8217;ve responded to your comment here:</p>
<p><a href="http://www.matthewktabor.com/2009/11/12/i-dont-want-to-ruin-my-gpa/" rel="nofollow">http://www.matthewktabor.com/2009/11/12/i-dont-want-to-ruin-my-gpa/</a></p>
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		<title>By: Matthew K. Tabor</title>
		<link>http://www.matthewktabor.com/2009/11/04/sat-act-mean-nothing/comment-page-1/#comment-3663</link>
		<dc:creator>Matthew K. Tabor</dc:creator>
		<pubDate>Thu, 12 Nov 2009 21:10:33 +0000</pubDate>
		<guid isPermaLink="false">http://www.matthewktabor.com/2009/11/04/satact-mean-nothing/#comment-3663</guid>
		<description>Dan,

The simplicity with which some are looking at both tests and GPA is appalling. I read today an article pointing to Aldeman&#039;s original piece that was titled, &quot;Idea of the day: ditch standardized tests.&quot;

We need evaluators to commit to intellectual honesty regarding what these tests - and GPA - mean. What we&#039;re seeing is folks sticking to evidence on meaning when it&#039;s convenient to their argument, ignoring meaning when it isn&#039;t, and weaving in context as they see fit.

The debate tells us a lot about how some of the most respect names/think-tanks view education.</description>
		<content:encoded><![CDATA[<p>Dan,</p>
<p>The simplicity with which some are looking at both tests and GPA is appalling. I read today an article pointing to Aldeman&#8217;s original piece that was titled, &#8220;Idea of the day: ditch standardized tests.&#8221;</p>
<p>We need evaluators to commit to intellectual honesty regarding what these tests &#8211; and GPA &#8211; mean. What we&#8217;re seeing is folks sticking to evidence on meaning when it&#8217;s convenient to their argument, ignoring meaning when it isn&#8217;t, and weaving in context as they see fit.</p>
<p>The debate tells us a lot about how some of the most respect names/think-tanks view education.</p>
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		<title>By: &#8220;I Don&#8217;t Want to Ruin My GPA&#8221; &#8212; Education for the Aughts - American School Issues and Analysis</title>
		<link>http://www.matthewktabor.com/2009/11/04/sat-act-mean-nothing/comment-page-1/#comment-3662</link>
		<dc:creator>&#8220;I Don&#8217;t Want to Ruin My GPA&#8221; &#8212; Education for the Aughts - American School Issues and Analysis</dc:creator>
		<pubDate>Thu, 12 Nov 2009 20:43:17 +0000</pubDate>
		<guid isPermaLink="false">http://www.matthewktabor.com/2009/11/04/satact-mean-nothing/#comment-3662</guid>
		<description>[...] week we found out via EdSector&#8217;s Chad Aldeman that the SAT/ACT are useless. The GPA, he says, as he clings to the coattails of the new book Crossing the Finish Line, is the [...]</description>
		<content:encoded><![CDATA[<p>[...] week we found out via EdSector&#8217;s Chad Aldeman that the SAT/ACT are useless. The GPA, he says, as he clings to the coattails of the new book Crossing the Finish Line, is the [...]</p>
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		<title>By: Barry Garelick</title>
		<link>http://www.matthewktabor.com/2009/11/04/sat-act-mean-nothing/comment-page-1/#comment-3660</link>
		<dc:creator>Barry Garelick</dc:creator>
		<pubDate>Thu, 12 Nov 2009 00:36:33 +0000</pubDate>
		<guid isPermaLink="false">http://www.matthewktabor.com/2009/11/04/satact-mean-nothing/#comment-3660</guid>
		<description>I&#039;ve always been confused about what SAT/ACT is supposed to predict.  I had read long ago that it correlated highly with grades achieved in freshman year--not whether the student graduated.  I found this study (http://professionals.collegeboard.com/profdownload/pdf/RR%2088-11.PDF) 
on the College Board&#039;s website done in 1988 looking at whether high school GPA or SAT scores were better predictors of &quot;college success&quot;.  Reading through the report, &quot;college success&quot; appeared to be freshman grades.</description>
		<content:encoded><![CDATA[<p>I&#8217;ve always been confused about what SAT/ACT is supposed to predict.  I had read long ago that it correlated highly with grades achieved in freshman year&#8211;not whether the student graduated.  I found this study (<a href="http://professionals.collegeboard.com/profdownload/pdf/RR%2088-11.PDF" rel="nofollow">http://professionals.collegeboard.com/profdownload/pdf/RR%2088-11.PDF</a>)<br />
on the College Board&#8217;s website done in 1988 looking at whether high school GPA or SAT scores were better predictors of &#8220;college success&#8221;.  Reading through the report, &#8220;college success&#8221; appeared to be freshman grades.</p>
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		<title>By: Anon</title>
		<link>http://www.matthewktabor.com/2009/11/04/sat-act-mean-nothing/comment-page-1/#comment-3650</link>
		<dc:creator>Anon</dc:creator>
		<pubDate>Fri, 06 Nov 2009 22:10:39 +0000</pubDate>
		<guid isPermaLink="false">http://www.matthewktabor.com/2009/11/04/satact-mean-nothing/#comment-3650</guid>
		<description>There&#039;s also the fact that by the time students arrive at college, they have already been partially sorted by means of ACT/SAT scores.  The high-scoring ones have tended to be accepted by selective institutions, middle-scoring ones by less-selective ones, and low-scoring ones by open-admission colleges and unversities.  So it might be accurate to say that within a specified range of test scores, high school grades are more predictive of college graduation, but I sure hope the author isn&#039;t saying that students who score below 19 on the ACT are likely to graduate from Cal Tech if they have good grades from that Podunk HS.</description>
		<content:encoded><![CDATA[<p>There&#8217;s also the fact that by the time students arrive at college, they have already been partially sorted by means of ACT/SAT scores.  The high-scoring ones have tended to be accepted by selective institutions, middle-scoring ones by less-selective ones, and low-scoring ones by open-admission colleges and unversities.  So it might be accurate to say that within a specified range of test scores, high school grades are more predictive of college graduation, but I sure hope the author isn&#8217;t saying that students who score below 19 on the ACT are likely to graduate from Cal Tech if they have good grades from that Podunk HS.</p>
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