Appalling QLD results

Comment in the Australian on appaling Queensland results in international TIMSS & PIRLS. Take Note: Queensland dragged the national average down by a massive number of points.

“ Col of Brisbane of Queensland Posted at 11:30 AM Today Take Note: Queensland dragged the national average down by a massive number of points. It is the lowest performing state (second last to NT). Start by NOT doing what Qld does. Queensland academics in the QSA and Ed Dpt have forced Queensland teachers to check-box waffly higher-order thinking in time-consuming rubrics instead of testing the real content of disciplines. These ‘criteria-standards’ sheets have been used for years in high school and have had a wash-down effect on all schools. Now they are even forced on little kids in primary school so that if you get 2 + 2 = 4 correct you only get a D. In order to get an A, a Grade One child has to give a “considered explanation of their strategies” etc). Queensland forces teachers to mark so-called ‘standards’ A,B,C,D,E instead of marks and percentages. Queensland has no comparible tests or end of high school exams, so there is no statewide accountability. In other words, to fix the Australian problem, do the opposite of Qld: by getting back to basics. Also, tests are not the problem but the solution. They are actually beneficial if the kids get feedback on how much they got right or wrong and encouraged to compete for higher marks.

Comment 72 of 72 “

Article in the Australian. April 16, 2012

NEWS  Extra money won’t fix schools

HENRY ERGAS   From:  The Australian April 16, 2012
16 comments

THE Gonski Review of Funding for
Schooling is right: our schools should provide better and more equitable
outcomes. Unfortunately, the funding model it recommends is unlikely
to achieve those goals.

That is because the review’s preferred funding model
constrains choice rather than promoting it. But the key to addressing
our schools’ problems lies in empowering competition to lift all ships,
including those of the truly disadvantaged…. more at link (if subscriber) 
http://www.theaustralian.com.au/news/opinion/extra-money-wont-fix-schools/story-fn7078da-1226327171478

 

COMMENTS ON THIS STORY

            Alec
Baker of Queensland 
Posted at 2:46 PM Today Yes to all. But why does money thrown not work?
Why can’t low-SES students achieve highly? The answer: wishy-washy assessment
in this country, which is getting worse. The Curriculum is a good guide.
But the states still manage assessment. Where holistic criteria are
used the states do poorly in interstate & overseas comparisons.
* Qld has dropped Maths outcomes by ‘2 years of learning’ by end
Yr 10 over the last 3 decades (ACER, 2009). Qld used to be a leader,
now trails in science and maths over the last decades. * Qld Yr 11&12
maths & sciences are no longer attractive due to open-ended rich-tasks
that require uni level research & writing skills; only rich kids
with tutors can cope. * Tertiary bridging courses are needed to prepare
students for engineering. * No statewide benchmark used in Qld for decades.
*Qld teachers are banned from using number marks and instead give ‘quality’
letters. Now, workloads are huge so good teachers are quitting – a vicious
cycle. NB: The Aust Curriculum (ACARA) has set good ‘achievement stds’
but has adopted Qld’s idea to set ‘sample work’ as a way of assessing
students’ core-content abilities. This ad hoc approach will further
dumb-down Aussie kids.





Key to improving student outcomes

“Teaching  is a highly sophisticated profession that calls for a high capability to analyse complex data about students and diagnose the kind of teaching support that they need.”   Prof Caldwell. “The test was needed… to see what percentage is not meeting the standard” Prof Geoff Masters
 http://www.couriermail.com.au/news/queensland/education-review-leader-professor-brian-caldwell-claims-teacher-quality-remains-key-to-improving-student-outcomes/story-e6freoof-1226391647715

Inquiry needed. Letter, Courier Mail, June 13, 2012

I find the most alarming facts about a large number of aspiring primary school teachers failing numeracy and literacy tests to be that these aspiring teachers had 12 years of Queensland education and then three or four years of university courses before attempting the test.
This is a damning indictment of all levels of Queensland education. Of course, no one will be held responsible. Not the parade of ministers who governed over the dumbing down of Queensland Education, nor the bureaucrats who mandated “touch-feely” assessments that have already been tried and rejected elsewhere.
We need an inquiry into these non-teaching bureaucrats who have led us into this educational morass.