All in For Teachers
Last week, we talked about near transfer. This week, we’re going to talk about…slightly-further-away transfer. Obviously, no-one actually calls it that; in the study that we describe, it was referred to as “far” transfer. However, there is no consensus on what ...
Ask most anyone inside U.S. education—in the “education establishment”—about “teaching to the test”, and they will tell you that externally imposed high-stakes tests induce teaching to the test. Moreover, teaching to the test—replacing instruction on subject ...
Over the last couple of weeks, our digests have focused on standardized testing. We published a digest of divergent views on standardized testing, and last week we published a digest about how to make standardized testing better. This week, we step ...
One of the critiques that we receive as cognitive psychologists is that testing encourages rote memorization, which is not the goal of most educators. We understand the critique; our goal is rarely to simply transmit raw facts to our students. Instead, ...
Dinner’s done, so let the battle begin! “Do you have any homework? When will you start doing it? No! Absolutely no TV until you’ve finished your homework!” So much for the daily battle between parents and their children. The same battle takes place at ...
Last week, we published a digest of divergent views on standardized testing. Realistically, though, you’re unlikely to be reading our blog if you’re truly dead set against any kind of standardized testing – and in fact, let’s not forget the important point that any kind of ...
