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SATs Tests - Controversy
I have heard a lot of discussion on the radio about the SATs tests some young children are expected to sit today and how unfair it is on our little darlings. Some parents are even threatening to withdraw their children from school on the day of the test.
At first I thought this was all an over-reaction on behalf of parents so I thought I would see what questions were being posed in the exams: http://www.sats2016.co.uk/ has some mock exams for English and Maths. I got 30% for English and 88% for maths (I have a degree in maths). Keep in mind that these Key Stage 2 exams are targetted at children between the ages of 7 and 11. Now, I have changed my mind completely and if I had kids I, too, would keep them off school. I would be interested to know what scores you lot get on the tests! |
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The problem seems to be how the teachers are treating them. There isn't meant to be a pass or fail as far as the children are concerned. It is just meant to assess how well they're doing and what they still need to do. In the '60s and '70s you were tested or assessed(not talking about 11+ grammar school) at various points. The problem was that there was no uniform standard. At secondary school we were given assessment grades each 3 weeks and they were read out in class.:shocked:
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Well Maths Im good at, I got 100% on that easily enough.
English I'm hopeless at, but I'll give that a go later. |
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I wonder if our teachers are a bit worried that they're the ones being tested.
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The attitude nowadays seems to be to train kids to pass exams, not to learn useful stuff. |
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If children are "being stressed out" over some tests this is purely the fault of those applying the tests no doubt for their own nefarious purposes. i.e. Arse covering. |
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I'll let her know she's incompetent, her purposes nefarious rather than anything to do with dedication to her job, and she spends her time covering her arse rather than teaching. ---------- Post added at 19:33 ---------- Previous post was at 19:32 ---------- Quote:
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Funny, there was me thinking that the tests were there to allow progress of the kids to be measured. That attitude comes from on high, and is dictated to teachers. You want teachers to teach 'useful stuff', ask the government to stop micromanaging the curriculum and obsessing over data. Government obsessing over it means Ofsted obsess over it. Ofsted obsessing over it means SLT (Senior Leadership Team though I'm sure all you education experts knew that) obsess over it as they're fond of being employed, and that feeds down into the classroom. Of course the idea of testing the teacher through their pupils does have the minor issue that, while many seem to consider teachers nothing more than state-funded child care, they only have the kids for a limited period each week. If the parents don't care and home life is hideous there's little teachers can do to remedy that. If the kids have various educational needs that require additional support this can also impact on the data. Asian kids under the same teachers in the same schools make better progress than white British kids. Why do you think that is? Think perhaps it's something to do with what happens when the kids aren't at school? Same also goes for Eastern European kids, for the same reason. But, hey, why like facts get in the way of some teacher bashing? |
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There's little doubt in my mind that our children need to be tested throughout their time at school but just what form that'd best take I wouldn't like to say. The problem comes when hitting results targets becomes all that matters and the education our children receive is reduced to exam practice. I can't say I'd like to be a teacher. |
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I don't think kids should start having any exams, until they reach secondary schools, when they start the real learning of life.
I took the 11 plus at school, and failed miserable. On the first day of my Secondary school - Christopher Wren School in Shepherds Bush, l had to take an exam, to show what l had learnt in Infants School. That exam result put me into a form of that valuation. What the government want to do is brainwash the kids. And this is not right |
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I as a retired teacher dislike your attitude that teachers in this country are deliberately setting out to stress their students and aren't trying to actively support their students..All the teachers I currently have contact with are very dedicated and very much want to see their students reach as high a standard as possible.. The real problem is that politicians both Labour and Tory treat education as an ideological matter which means we are subjected to constant knee jerk reactions and constant experimentation and u turns every 5 minutes. I'd like education to be depoliticised and handed over to a neutral organisation..but that's never going to happen. |
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As Maggy says the top countries tend to be Asian ones but they have a very technical education which can led to very proficient workforce but one that might struggle creatively. The concept of a salaryman in Japan is one of these ideals but it's one that is being openly questioned there: http://www.ft.com/cms/s/0/d1a6aa18-1...#axzz47dEOcns7 Quote:
That isn't to say we're perfect or that there aren't problems but that this league table style measurement of education is probably useless. ---------- Post added at 22:56 ---------- Previous post was at 22:52 ---------- Quote:
You seem to be making argument for ditching this set of exams... |
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Are the kids who belong to certain groups that do better, doing so because that are also being taught at home? Somehow I doubt it.
I was taught to read before starting school, and that gave me a big head start in everything else, eg having a reading age of 11 at the age of 6. |
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For other subjects the teacher explained the principles, then we had to solve or answer problems or questions. The teacher again wandered the classroom, ensuring all were up to speed. Homework was not long and laborious, but we always had some. The first exam was the 11+ variation, which determined your "stream" in secondary school. Then a further exam at 13 determined what subjects you would follow for CSE and GCE exams at age 16. But when our twins went to school it had all changed. No rote learning. The teachers tended to just read aloud from a book whilst the class wrote it all down. Then it was individual learning from books or printed sheets, that was replaced by exercises on a computer. No homework ever, apart from a short period of reading through set fiction at home with parents. And this is where the biggest problem became obvious. If you fell behind you were abandoned, one-to-one help was not available. As learning is often based upon setting foundation knowledge then building upon it, any new task became pointless to many pupils. If you had problems with basic arithmetic, then algebra was a total mystery. Regular testing showed which pupils were having problems with which subjects, but nothing seemed to be done to remedy any problems! That is why I am against these new tests as they appear to achieve nothing apart from statistics and rankings. In some cases I accept that the failings are due to poor teachers, but most often it is due to the many constraints that teachers are bound by. Oversize classes, reduced lesson times, a major drift away from the 3 R's, and excessive testing. All set by politicians fiddling and changing their minds. |
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I took the 11+ and passed...although I don't think I would have, nervous as I was, if our primary school teachers hadn't pulled off the most brilliant, compassionate con on us. To explain:
We were given several tests - I think they were the Montem Intelligence Tests, or something like that - fairly regularly during the run-up to the 11+. These, we were told, were similar to the final 11+, for "practice". Okay, we thought. After a while we were apparently done with practice exams and I spent a few weeks worrying about the 11+, as was my wont (even though I knew I was clever and didn't really have anything to worry about - nor did I stop worrying even at grammar school!). What we weren't told was that the last of these "practice" exams was the 11+. So I was very startled to receive a letter saying I'd been accepted at Deane Grammar School. "When did that happen?!" I thought, but my Mum - who, like the rest of the parents, was in on the con - explained what they'd done, i.e. not told us it was the real test so we wouldn't worry and could therefore do our best. I thought it was a sneaky trick to pull, but it worked, so I could hardly complain. Years later, though, I could well sympathise with Andrew "Ender" Wiggin and the con he was subjected to! :p: I could also relate to Harry Potter and Hogwarts! But I'm not sure there's any need for formal tests in primary school - far better, I think, for the teachers to just look at the general pattern of the childrens' work during the year. We learned the times tables by rote, and were generally called on individually to recite a given table, e.g. 12 - I don't recall ever getting it wrong. :p: On the other hand...I now realise that, contrary to the way teachers are forced to teach now, some pupils were singled out and given more challenging work, in small groups. Reading, for example, required members of these groups to master the use and spelling of multisyllabic words. In other words, they were encouraging the brighter kids. (My Mum told me, years later, that the teachers who taught these groups loved hearing me read, managing even words like 'chrysanthemum' with no trouble at all - and they told Mum when I was still only 4 years old that they were sure I'd have no problem with the 11+) I don't think they're allowed to do that now, because "everyone's special". But as Dash Parr pointed out in The Incredibles, if everyone's 'special', then no-one is. They don't seem to be allowed to acknowledge the fact - and it IS a fact - that some kids are brighter than others and need extra tuition, to challenge them and prevent them from getting bored. Nothing causes more trouble than a bored bright kid. Also, I was in a nursery school before going to primary, and I think it helped. Of greater help, mind you, were my sisters and Mum who encouraged me to read. I did. Voraciously. But my book collecting only started when, at a bring & buy sale, I discovered the Doctor Who novelisations, and that was it - I couldn't get enough books. I now have over 1200, having started with Doctor Who And The Giant Robot in 1975, and after several years I finally completed the DW collection with Survival. <slightly O/T> In fact, the DW collection was the genesis of my former life's ambition, which was to become a nuclear physicist - I knew the correct phrase even though it doesn't appear in Doctor Who And The Cave-Monsters (the novelisation of The Silurians). Something about the profession appealed greatly to my inquiring mind, and for years my Plan worked perfectly: pass the 11+ (I did); get into a good grammar school (I did); pass my 'O' Levels with high grades (I did - A in English, Physics and Chemistry)...and then it all fell apart at 6th Form college. I'm still trying to forget the 2 years I suffered through at South Bolton 6th Form College. No lab equipment for the first year. None. Not so much as a test tube. My morale and motivation were utterly destroyed - and Windscale (I still refuse to call it 'Sellafield' or whatever), Three Mile Island and the Karen Silkwood case had all occurred in the meantime and thoroughly put me off the idea in any case. :( I changed tracks to IT, but that's a whole other story. </slightly O/T> Get your kids to read. Read with them. Make sure they have at least one encyclopedia, as my sisters did for me. There's no substitute for reading at home. |
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