Then there will be the meaningless trumpeting of standardised gains in years – an endless source of dodgy statistics in that they obscure the information on those children who are drowning. Thank goodness for the BBC’s Education Correspondent who actually went into Secondary Schools and began to piece together the information on these children who haven’t got a cat’s chance of accessing the secondary curriculum. ‘Standardized reading tests’ tend to obscure this information and do little to throw light on instruction – vital information for teachers, parents, children themselves. Perhaps when when there is a complete overhaul, teachers will begin to understand that it’s not the children/parents who are at fault but instructional methods they use and how these are implemented.
Ben Goldacre’s bad science review of the year is well worth reading in full:
http://www.guardian.co.uk/commentisfree ... f-the-year
- the exacts below are particularly interesting to RRF readers:
There were dodgy government figures on how many children were "saved from abuse" by some new rules, while the London mayor, Boris Johnson, announced that instead of a simple, well-conducted randomised trial to find out which of two teaching methods is best, he would answer the question with a public competition between schools that choose each method…
More chillingly, if a piece of information which reinforced your prejudices is corrected, this only reinforces your prejudices; and we think crimes are less serious, when they have more victims.