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Tom Mabe funny phone call
Obama and McCain: What do we do about evil?
That's such a simple-minded question. The word evil connotes a conflation of many separate problems. Most of these problems are far more complicated than simply being susceptible to McCain's brute force. You can't negotiate with an abstract staw-man, but you can negotiate with most people who have done harm. Obama gave a satisfactory answer.
Spaghetti Cat makes a mysterious TV appearance
Harry Potter And The Half Blood Prince Official Trailer
Harry Potter And The Half Blood Prince Official Trailer
Copyright regime vs. civil liberties
Adorable Snoring Kitten
Fox News Special Report - "Hacker Gangs"
In The 21st Century Nations Don't Invade Others Nations
Milton Friedman on Education
Stratify the statistics. For example, for several ranges of scores, compute the average improvement over X years for students who entered the school in that range of scores. This would expose whether the school specializes in catering to a particular range of students.
Obama - "It's like these guys take pride in being ignorant"
Copyright regime vs. civil liberties
Armed store robber taken down by customer in Tulsa
Vice President Cheney Implicated In Forgery
If they can try to impeach clinton for a blowjob, How many Lies from the administration are needed before someone does something?
The thing is, they weren't under oath when they lied, because everybody in the Bush Administration refuses to testify under oath, even if it means ignoring a congressional subpoena. And only a few democratic congressmen have the balls to support handing out the proper punishment for refusing to testify, which is a contempt of congress citation. There are plenty of other grounds for impeachment, though.
Milton Friedman on Education
That hypothesis is unfalsifiable by definition. I mean how do you know how well the test results match up with some notion of "real ability", except by comparing those results to the results of some other tests?
Yes, "not everyone learns the same things". But if you put a random sampling of vocabulary on the test, you still can still get a good estimate of a student's vocabulary. The larger the sample, the narrower the confidence interval, of course. Random sampling is a bit more complicated in other subjects, but it still works.
Those "test taking skills" are nothing but elementary deductive reasoning (in the case of multiple choice, and almost all standardized tests are multiple choice). If a student doesn't comprehend that sort of deductive reasoning, that is a deficiency in itself that will have negative effects reaching far beyond test-taking. Likewise the ability to stay calm and think clearly under pressure is a skill that has uses far beyond test-taking and should be considered just as important as mastery of the subject.
Though test taking skills are helpful in getting high scores, they are not sufficient for getting high scores on a test. If you know the subject perfectly, you do not even need to use elimination or reductions on multiple choice questions, and you get a high grade regardless of test-taking skills. If you know test-taking skills perfectly, but don't know the subject, you're still getting a low grade on the test. So the issue you raise doesn't make these tests useless, it just makes them a bit less accurate.
The "tests don't really measure knowledge" mantra is, I think, comforting wishful thinking coming from parents of underachieving students.
There are intangible aspects of education that are difficult to measure directly, but they contribute towards general problem solving and reasoning ability.