I don't much recall my own result-days from my school years. Partly because I never did badly enough to be concerned. But may be result-day wasn't such a great affair back-then.
It was result-day at my school. I saw the scare that result-day generates amongst children - both, those performing well and not. But the bigger tragedy is that result-day is all about the child and not about the school or teachers. Nowhere does the result say about institutional short-comings that lead to a child under-performing. On that day, there is little realization that child's result reflect the circumstances as well.
It was my result-day as well (after many decades). How did I do ? My teaching ended with a distinct feeling of dissatisfaction and failure for me. I could have done more for many under-performing children. And many bright children were not challenged enough. If I had worked extra one hour, I could have been more inspiring and of help to them. I felt being unfair and guilty. I can't say how much of their failure can be attributed to my short-comings.
If there is so much thought given to objective evaluation of a student, then shouldn't there be mention of the circumstances as well. Their results should be normalized with corresponding evaluation of school's ratings. If child's performance can vary from school to school then we must admit that school has a role in child's success and failures. And we should scientifically factor that in.
In fact, results say as much about how school is performing as about how child is performing. If used properly, results can become a useful tool to improve the school and circumstances.
Giving results without assessing school's performance is like doing an experiment without specifying the boundary conditions.I don't know how it can be done, but there is need to define the boundary conditions in this case.
It was result-day at my school. I saw the scare that result-day generates amongst children - both, those performing well and not. But the bigger tragedy is that result-day is all about the child and not about the school or teachers. Nowhere does the result say about institutional short-comings that lead to a child under-performing. On that day, there is little realization that child's result reflect the circumstances as well.
It was my result-day as well (after many decades). How did I do ? My teaching ended with a distinct feeling of dissatisfaction and failure for me. I could have done more for many under-performing children. And many bright children were not challenged enough. If I had worked extra one hour, I could have been more inspiring and of help to them. I felt being unfair and guilty. I can't say how much of their failure can be attributed to my short-comings.
If there is so much thought given to objective evaluation of a student, then shouldn't there be mention of the circumstances as well. Their results should be normalized with corresponding evaluation of school's ratings. If child's performance can vary from school to school then we must admit that school has a role in child's success and failures. And we should scientifically factor that in.
In fact, results say as much about how school is performing as about how child is performing. If used properly, results can become a useful tool to improve the school and circumstances.
Giving results without assessing school's performance is like doing an experiment without specifying the boundary conditions.I don't know how it can be done, but there is need to define the boundary conditions in this case.
Makes me go hmmm. Much as I agree with you, I do not know how we can go about this. Unfortunately we are dealing with humans and you cannot keep a control group and a test group that easily in the case of a school.
ReplyDeleteBut we could chart the performance of an exiting student in our school and then look at his performance in the next school that he joins. There are two students (as far as I know) leaving from the 6th standard. Shall we do this for them? But how will we consider other impacting factors like for example the type of tests conducted in that school versus thoe in our school?
Also wanna know what factors will you include under the term "School performance"?
my very thoughts.
ReplyDeleteLet me think, and if you have a list then post it...
If a child can be evaluated objectively then it should be possible to evaluate a school as well.