"Time brings all things to light!" (2006, All the King's Men)
February 10, 2008
January 23, 2008
My current project is preparing a due process hearing request for my son who is deaf and blind. I will be presenting an argument to show that the WAAS-portfolio is an inappropriate assessment for my son. When the complaint is complete I will post on my website and give a summary of the argument and the evidence supporting my claim.
August 31, 2007
I have found an interesting description in a book entitled A Practical Guide to Writing Law School Essay Exams.
"Perhaps surprisingly, a law school essay exam is in some ways like a mathematics or chemistry exam. Using formulas and equations learned in class, students are expected to solve specific problems. Also like law school essay exams, students in such exams are ordinarily not allowed to simply write down the answer; they must also write the steps that led to the answer. Law school essay exams are nonetheless different from chemistry or math exams in at least two ways. First, the explanation on a law school exam must be in words, not numbers or formulas. Second, law school essay exams do not ordinarily have a single correct answer. Whatever your background, then, you are likely to find law school essay exams unique" (Dernbach, J. C., 2001, p.xi).
Sounds like the WASL. The big difference is that law school students are taught the specifics of law and case application before they are expected to apply the legal rules to issues or disputes. One major part of legal studies is outlining appellate court decisions. Law school students practice the application of legal rules, and then tested on the application once or twice a year. Law school essay exams require students to focus their attention in the areas of issue spotting, relevant fact-finding, and then analysis for legal application. The students are provided dispute scenarios, which include the relevant and irrelevant facts. The scenarios relate to specific areas of law (i.e. Contracts, Criminal, and Tort).
Another big difference is that law students are adults with a four-year college degree, at minimum.
July 20, 2007
The Seattle Times article "State math standards too low, new review says" discusses the outside review of math standards. I am not surprised to hear that the standards are missing key concepts and have "a lack of focus and insufficient clarity, especially when it comes to the basics." Terry Bergeson responded to the report by stating, "'If we move in the direction that this report wants to move in...we're going to have a harder test."' I am not shocked to hear Bergeson respond in such a way, especially when the consultant concluded, "Washington needs to be clearer about the need for students to memorize basic math facts and learn standard methods of addition, subtraction, multiplication and division."
Why will this make the test more difficult? With basic math standards, the math WASL will require students to give the right answer. No more lengthy explanations requiring one, two, three or four steps expressing miscalculations with wrong answers (scored as correct). Students will be required to give a right answer rather than show how they arrived at the wrong answer. This change will not allow Bergeson to use math as a test of selective attention assessment, and yes, the test will be more difficult because the math WASL will be actually scoring a student's math knowledge. Wow, the math WASL will be the first test of subject matter! Wait, Terry Bergeson is still the State Superintendent in charge of the secret WASL, I am sure she will find a way to manipulate the revised test to assess a student's selective attention capabilities, rather than math knowledge and understanding. Remember, Bergeson et al. are on a mission to save the lightbodies and prepare for the 2012 transformation to the fifth dimension.
June 26, 2007
I am amazed with how Bergeson and others have been able to fool an entire population of teachers, administrators, legal experts, legislators and executive branch members of government (i.e. Governor Christine Gregoire, Attorney General Rob McKenna and many of their professional staff). Well, I have found an excellent quote to explain this phenomenon, "What luck for rulers that men do not think" (Adolf Hitler).
Another quote explaining this phenomenon comes from Albert Einstein when he recognized, "Only two things are infinite, the universe and human stupidity, and I'm not sure about the former."
Unfortunately, the lack of thought and infinite stupidity have caused our schools to become nothing more than centers creating so-called Possibility Scientists being prepared for Bergeson's and others' illusion of a new world order with people existing in spirit form (the mind).
As for me, I refuse to be thoughtless and stupid. What about you?
If this is your first time reading my journal, I suggest you start with my first post in March to understand education reform in Washington State (WASL and its aligned reform).
June 10, 2007
When Bergeson speaks of a transformation in the 21st century, I believe this transformation is what she and others believe is the fifth dimension. In order to prepare for this transformation to the fifth dimension the individuals purified to enter this dimension must abandon traditional cultural ideas, beliefs and values. Eric Shiraev and David Levey (2007) offer a comparison between traditional and nontraditional cultures in their book entitled Cross-Cultural Psychology: Critical Thinking and Contemporary Application. The comparison of differences is presented within two categories: Traditional Cultures and Nontraditional Cultures (p.11).
Traditional Cultures Nontradtional Cultures
Most social roles are prescribed to Most social roles are achieved by
individuals. individuals.
In evaluations of individual behavior, In evlauations of individual behavior,
the emphasis is placed on custom the emphasis is placed on individual choice.
and routine.
There is a clear distinction between The distinction between good and evil in
good and evil in human behavior. human behavior is relative.
Truth is not debatable; it is established Truth is revealed through the competition
and does not change. of ideas.
Individuals' choices are restricted to the Individuals' choices are not strongly restricted
boundaries of social prescriptions. to the boundaries of social prescriptions.
Examples: premartial, extramarital, and Examples: premartial, extramarital, and
homosexual behavior are restricted. homosexual behavior are generally tolerated.
The idea that there is no right and wrong answer or absolute truth is a concept presented and advanced through the WASL and its aligned reform. This concept allows for subject matter to be used to assess a student's selective attention capabilities because a student's generated response is not scored in accordance with knowledge and understanding of specific subject matter. The responses are scored within a set condition of how many steps were used to show a student's reasoning when arriving at an answer (two, three or four), whether the answer (tell) is right or wrong is not relevant ("truth is revealed through the competition of ideas...not strongly restricted to the boundaries of social prescriptions").
June 5, 2007
Now that I have solved the mystery of the WASL, I feel compelled to examine the political reasons for why the Washington Business Roundtable would be so supportive of a test that is a fraud. I have found a term that may describe the political conflict surrounding the WASL, Baptist-bootlegger coalition model. The model could be applied to the current WASL policy. W. Phillips Shively (2002) defines Baptist-bootlegger as the idea of a group arguing “for a pure policy because of the symbolic satisfaction it gains from it, while a self-seeking group may also argue for the same policy because it knows the policy will be impossible to implement, and it can benefit from the confusion" (p.50).
For Bergeson and others, the WASL policy supports the implementation of a diagnostic assessment designed to assess a student's selective attention capabilities. This is done in order to advance a purification process of the selected souls. The purification is required for the 2012 ascension to the fifth dimension (pure policy). For the Washington Business Roundtable, the WASL policy (100% passing rate) is impossible to achieve and will ultimately produce cheap labor, which will increase the profit margins for many of the businesses associated with the Washington Business Roundtable. Because of the WASL assessment, its design and scoring process, the focus of public education is the reliability and validity of a fraudulent test, hence the bitter confusion.
Reference
Shively, W. P. (2002). Comparative governance. United States: McGraw-Hill Companies, Inc.
May 30, 2007
I have started a new book entitled Comparative Governance. In the book, the author notes outdated ways to study comparative politics. One of the outdated approaches is the system model (inputs, process, outputs). The author claims the system model is static. I mention this because Carkhuff preaches against static, conditioned methods of thinking but advocates the use of the system theory as the approach to assessing students and schools. In his book, the author, Shively, defines the system approach to comparative politics as "an attempt to draw up a general abstract model of the political process and use it as a standard basis for examining all countries, comparing each in turn to the universal analytic standard" (2002, p.4). Replacing the word countries with students would describe the current Washington education reform system.
Shively also discusses political socialization, "the process by which people acquire their values and beliefs about politics...it is the process by which political culture is developed and maintained" (2002, p.16). He mentions several agents of socialization: family, friends, church, the schools and the media. In Washington State, the schools and media are available for state control or influence. Currently, the schools and media are being used to propagate the WASL and its aligned education reform. It is highly unlikely that Washington State can change the basic political attitudes and values of an entire population. However, Washington state leaders have been able to get the citizens of Washington to focus on how student academic success is determined. This focus is set on academic standards and an assessment tool that has been misrepresented as a test of basic knowledge and understanding in specific subject matter (WASL).
Shively explains this basic concept of governmental influence when discussing the topic of political agenda.
"Our basic attitudes, reinforced as they are by family, friends, and the written historical record of the culture, are too enduring to be easily changed by governments or other actors. But governments’ influence over the agenda of politics still gives them some leverage with regard to political culture. By determining which of our many political attitudes we focus on at a particular time, they can determine much of how we approach politics and how we behave at that time. The Nazis did not have the kind of control that would allow them to change Germans’ basic attitudes about politics, but they were able to get Germans to focus on race and nationalism for eighteen years, rather than on other questions that might have concerned them. And similarly, though the Soviet regime collapsed rapidly once it could no longer control the agenda, before that it had survived for seventy years. Many regimes around the world have been able to control the focus of politics for long periods of time and have used this control to help maintain themselves in power" (2002, p.21).
What issues are we as Washington State citizens ignoring because of the current political focus set on the WASL and its aligned public policy? How has the government (Governor, Superintendent, legislature and others) directed our focused attention in order to discourage us from discovering the real issues?
May 22, 2007
I am almost done with my special project. I had a temporary delay in progress because my father needed my help. He has Parkinson's disease and needed to move closer to me. I have spent the last three weeks helping him move from California to Washington. Last night Booth Gardner came over for dinner and talked with my dad about Parkinson's disease. My dad said that was the first time he has spoken to another person with Parkinson's disease. I did share with Booth some of my findings relating to the WASL. I will be preparing a presentation for an upcoming meeting with anti-WASL proponents.
April 30, 2007
I have been reading a book entitled Education for Death by Gregor Ziemer (1941). The book is about the German education system during the Nazi party's control. In reading this book, I have found that the focus of Nazi education was different from washington education reform in the sense that the schools taught that Hitler was the god to be worshipped and served. However, the underlying principles creating a system of hate and a belief that certain groups of people should be eliminated are the same principles advancing the current Washington state education reform.
Ziemer went into the Nazi schools and observed the curriculum and pedagogy. One particular observation he made is concerning because this is the same concept being advanced in Washington public schools. Ziemer writes, "All classes have the same ultimate purpose—to create National Socialists. This can be affected in one class as well as another. Students are to be discouraged from departmentalizing knowledge" (p.22). According to my findings, the only skill being taught is the tell, show, do through practice and application. This is integrated in all subjects and all grades. Subject matter knowledge is not the goal of the standards and assessment. Other than understanding the concept of matter + energy = transformation, students are repeatedly applying tell, show, do in all subjects and then assessed on their ability to demonstrate this skill on the WASL.
Ziemer writes of another observation, which reflects the environment of Washington state public schools. He notes that "the Nazi school, I discovered, was an auxiliary of the army, and its methods were guarded as if they were military secrets. Strict rules and regulations governed the actions of supervisors, superintendents, teachers and assistants" (p.7).
Ziemer provides a Nazi educator's perspective on knowledge, which I believe is same in Washington public schools.
"The fundemental principle to keep in mind is that we [Nazi party] are not striving to inculcate as much knowledge as possible into the minds of our students. If students have learned to submit to authority, if they have developed a willingness to fit into that particular niche chosen for them by the Party, then their education has been successful" (p.21).
April 25, 2007
I am working on a special project in relation to my findings, so I may not have time to post my thoughts as often as I would like.
April 23, 2007
Now that my WASL education reform investigation is complete, I must begin to frame the legal argument. In the case of School Districts' Alliance v. State of Washington (2007), the court opinioned, "in civil actions there are several recognized burdens of proof, but the paramount standard is proof by a preponderance of evidence." According to Black's Law Dictionary, preponderance of the evidence is defined as "The greater weight of the evidence; superior evidentiary weight that, though not sufficient to free the mind wholly from all reasonable doubt, is still sufficient to incline a fair and impartial mind to one side of the issue rather than the other." I believe the evidence supports the requirement of preponderance of the evidence.
Most of the evidence to support the argument is self-authenticating because the documents have the public seal, even the "Temple Notes" have been made authentic. The memo initialed by Shirley McCune acknowledges the "Temple Notes" on a document with the public seal of the Superintendent of Public Instruction, Washington. A correspondence from the Executive Ethic Board, with a public seal, acknowledges the existence of the "Temple Notes" as documents received through a public disclosure request. The correspondence also recognizes as fact Carkhuff's involvement in education reform. Other forms of self-authenticating documents are contracts, grant proposals, purchase orders, letters, books, publications, PowerPoints, Commission on Student Learning manual of Carkhuff’s teaching and learning model, and other significant forms of evidence with private seals proving authentic.
Creating an evidence list to show relevance is my current focus.
April 22, 2007
The science WASL is set up to diagnose a student's selective attention capabilities through short and extended response questions. I believe the multiple choice questions are focused on assessing a student's understanding of each strand: systems (matter), inquiry (energy) and application (transformation). The multiple choice questions require 5th grade students to study the systems (matter), 8th grade students to study the inputs (energy sources), and 10th grade students to respond to questions discussing the transfers of matter + energy (transformation).
The short and extended response questions require students to tell, show and do by requiring students to include specific information (students must have knowledge of the specific information required because not all required attributes are listed with the given question). I am providing some examples of the released items and rubric requirements. There is a pattern followed regarding the six scenarios in each grade's assessment. For grades 5, 8 and 10, the six scenarios are presented as 2 scenarios relating to Matter: Physical Systems and Living Systems; 2 scenarios relating to Energy: Inquiry in a Physical System and Inquiry in a Living System; and 2 scenarios relating to Transformation: Application in a Physical System and Application in a Living System.
2-Point Response Requirement for Grades 8 and 10 "Write a Conclusion"
(2-point 4 value points, 1-point 2-3 value points, 0-point 0-1 value points)
Tell: Conclusive Statement
Show: Two Supporting Data with Specific Detail (eg. precise numerical value or precise descriptive language)
Do: Explanatory Language
4-Point Response Requirement for grades 8 and 10 "Plan an Investigation"
10th Grade
11 Attributes (4-point 9-11, 3-point 7-8, 2-point 5-6, 1-point 3-4, 0-point 0-2)
Tell: Prediction, Prediction Reason and Materials
Show: Two Controlled Variable, Manipulated Variable, Responding Variable, Record Measurements
Do: Trials are Repeated, Experimental Control Condition, Extra Validity Measure, Logical Steps
8th Grade
9 Attributes (4-point 8-9, 3-point 6-7, 2-point 4-5, 1-point 2-3, 0-point 0-1)
Tell: Prediction, Prediction Reason, Materials
Show: Controlled Variable, Manipulated Variable, Responding Variable, Record Measurements
Do: Trials are Repeated, Logical Steps
5th Grade
8 Attributes (4-point 7-8, 3-point 5-6, 2-point 3-4, 1-point 1-2, 0-point 0)
Tell: Gather Information, Gather Scientific Information, Explore Ideas
Show: Plan Summary, Steps to do plan, Diagram of Solution, Labeled Diagram of Solution
Do: Test Solution
April 21, 2007
How pervasive is the promotion of the science symbol? PowerPoints, posters and an ornamental pin.
Some Examples
Posters disseminated promoting the Science Symbol Learning System and Vocabulary grades K-2,
April 20, 2007
I have been working on a letter to send to the Attorney General that will discuss the legal ramifications of what I have uncovered. I have never been clearer about what Terry Bergeson is doing. Since my April 16 post, I have gained a deeper understanding of how the science symbol and the concept of matter + energy = transformation is the design of the accountability system. While students are being required to master the science concept of matter + energy = transformation, students, unknowingly, are the systems (matter) being examined and diagnosed by OSPI. The WASL examines and diagnoses each student as a system receiving inputs (energy), or sources of stimuli, from the reading passages, math problems, science scenarios and writing prompts. The information presented in the WASL math, reading, writing and science are designed to stimulate a student's thought process. In doing this, OSPI can examine the responses to diagnose the student’s level of selective attention capabilities (attending skill/focused attention) by using Carkhuff's theory, which is grounded in theosophical doctrine. Carkhuff’s theory requires all responses to demonstrate tell, show, do within the conditions set by the state.
- Systems (matter) = students
- Inputs (energy) = reading passages, math problems, science scenarios and writing prompts
- Outputs (transformation) = student responses
I have created another diagram that illustrates the complex process developed by OSPI to diagnose a student's level of attending in accordance with Carkhuff theory. In the diagram I have brought together the many pieces of the puzzle to map out the connections. The diagram is a work in progress. I am sharing the diagram with you in hopes that you will review and offer me some feedback. Please email me at cvengr@prodigy.net to share your thoughts or ask questions.
School Districts that are teaching strictly to the WASL have adopted a curriculum, whether they know it
or not, that is designed as follows:
Subject Learning Goal
Science Curriculum - repeated practice in solving matter + energy = transformation scenarios
Writing Curriculum - practice telling, showing and doing
Reading Curriculum - application of telling, showing and doing
Math Curriculum - application of telling, showing and doing
The piloted classroom based assessments for Health and Fitness and Social Studies are written assessments; therefore, students are required to continue with the practice of telling, showing and doing. The piloted classroom based assessments were sent to OSPI for scoring. Check out "Stressed and Depressed."
Subject matter is manipulated to implement the required learning of the WASL.
I have not forgotten about providing examples of how the science WASL is assessing a student's selective attention capabilities.
April 16, 2007
In 2006, OSPI lessened the science strands from five to three. In the past, the five strands reported were Properties of Systems, Structure of Systems, Changes in Systems, Inquiry in Science, and Application of Science. Starting in 2006, the strands are Systems of Science (the first three are grouped as one), Inquiry in Science, and Application of Science. As noted in my April 13 posting, the three strands represent the three outpourings of the theosophical idea of the trinity. For review, the Systems represent man (God) as matter, Inquiry represents input from other sources of gods, which represents energy, and Application represents the transformation caused by the transfers of matter, energy and information in the system. However, in reference to the science WASL, OSPI uses different forms of matter to teach the concept of the theosophical trinity. A student's understanding of the concept matter + energy = transformation is what OSPI is assessing at all levels. Knowledge and understanding of science is not being assessed. Under normal circumstances the main educational material and concepts in science that 10th grade students should know are
Foundations of Life Science
Heredity and the Origins of Life
Concepts of Microbiology and Plant Biology
Concepts of the Animal Kingdom
The nature of the Environment
Structure and Function of the Human Body
Foundations of Earth and Space
Celestial Sphere
The Atmosphere
Foundations of Physical Science
Description of Matter
Atomic Theory and Structure
Chemical Applications
Physics in Action
Wave and Particle Motion
While some of the scenarios include information that is part of the above list, the main purpose of the science WASL is to institute the continued practice of matter + energy = transformation.
After reviewing the released science scenarios and items for grades 5, 8 and 10, I am able to support my findings that the only science concept assessed is the student's understanding of matter + energy = transformation. OSPI actually provides a statement in each 2006 released scenarios and items booklet for grades 5, 8 and 10 that supports my finding. OSPI writes in the introduction, "The two system scenarios briefly describe a natural system then ask students about the inputs, outputs, and transfers of matter, energy, and information in the system." The introduction also notes that the "science WASL is composed of six scenarios measuring student understanding of the three Science EALRs (see the states science symbol on the left)." For each scenario OSPI changes the variables but still institutes over and over again the same concept of matter + energy = transformation.
Examples: To access scoring guides, responses and annotations visit OSPI website
System (matter) = grass
Inquiry (energy) = light
Application (transformation) = grass grows taller
System (matter) = soil
Inquiry (energy) = grass
Application (transformation) = less soil washes away
System (matter) = bare yard
Inquiry (energy) = planting of grass and plants
Application (transformation) = more birds
System (matter) = doghouse
Inquiry (energy) = foam insulation
Application (transformation) = temperature change
System (matter) = Earth
Inquiry (energy) = light
Application (transformation) = temperature change
System (matter) = bubble gum
Inquiry (energy) = chewing
Application (transformation) = less mass
System (matter) = garden soil
Inquiry (energy) = organic compost
Application (transformation) = increased vegetable growth
System (matter) = water
Inquiry (energy) = heat
Application (transformation) = increased breathing rate
System (matter) = pea seeds
Inquiry (energy) = ammonium nitrate in fertilizer
Application (transformation) = germinate and grow faster
System (matter) = mousetrap
Inquiry (energy) = force from lever
Application (transformation) = farther distant traveled
My next post will discuss how OSPI is also assessing a student's selective attention capabilities with the science WASL. However, I believe the main purpose of the science WASL is to institute the concept of matter + energy = transformation; therefore, I will continue to include the science symbol, strands and relation to Theosophy in my discussions. According to theosophical doctrine, grasping the concept of the trinity is vital to achieving godhood, this an important point to remember.
Soon, I will bring together all my findings in order to present a complete picture of Washington state education reform.
April 13, 2007
Washington State science EALRs and WASL serve to introduce a student to the teachings and understanding of the trinity of Theosophy. The Washington State science symbol presents the function of the trinity. In Christian Theology, the Trinity is the union of three divine persons, Father, Son and Holy Spirit in one Godhead. For Theosophy, the Trinity is described with many terms, but always in the union of three. Some examples are
- Will (God), Wisdom (Son), Activity (Holy Spirit)
- First Logos, Second Logos, Third Logos
- First Outpouring, Second Outpouring, Third Outpouring
The Washington State science symbol is the Theosophical symbol of the Trinity representing the unification of the external inputs (Son) with the system (God) to initiate the transformation. The WASL science provides repeated scenarios introducing the concept of matter + energy = transformation, which could be also termed P x E(2) x I(5) = Human Capital Development (Carkhuff Formula). My next post will demonstrate this pattern and show how the science WASL is assessing selective attention capabilities. For today, the OSPI science symbol will be explained.
- Process = Systems (God/Will)
- Input = Inquiry (Son/Wisdom)
- Output = Applications (Holy Spirit/Activity)
The OSPI symbol is presented in the female form, which is in reverse of the male form; this is because McCune and others teach that the male is the reason for the current state of affairs (see drawing depicting OSPI symbol, male version and alignment to Theosophy’s egg-shaped man). The female will bring back balance to the Earth. The idea of the symbol is to demonstrate how the system (Godman) is united with the outputs (Holy Spirit) through the external inputs (Son-Word). According to Carkhuff teachings in his book The New Science of Possibilities, the inputs are represented by God or gods through "people and their communities and cultures; in organizations, corporations, and marketplace economies. He is in machines as well as nature, information as well as individuals, mathematical cells as well as biological ones" (p.259). The inputs are the energy sources needed to transform dense matter to its etheric (spirit) form. A student's generated responses or outputs, which are influenced by the learning material and information (inputs), are processed when united with the system (matter-Godman); however, the ability to transform matter with energy sources is dependent on the system's evolutionary state. When studying Theosophical doctrine you will find that the oval is a representation of the human evolutionary process in accordance to race.
The oval is presented with the following depictions of man: Negro (Plate V and Plate VII), Mongol (Plate VIII and Plate X), and Aryan (Plate XXI and Plate XXIII). These are the representations of the three root-races and each system's matter density. As you will notice, the Negro Plate VII is very dense, unlike the Aryan Plate XXIII, which demonstrates the purity of the Aryan verses the Negro. If you look closely, you will notice the features are representative of the African American in Plate V, the Asian in Plate VIII and the Caucasian in Plate XXIII. Notice the illumination in Plate XXI is so that you cannot see the human figure. This is also the case for Plate VII (Negro); however, there is no illumination because the matter is so thick. To read more about the Plates and to view all the Plates link to the book Man Visible and Invisible by C.W. Leadbeater. Note: a hard copy of the book will show the human features more clearly, to purchase go to Amazon.com.
April 11, 2007
I read in the Seattle PI that the House voted to delay the math (2012) and science (2013) WASL requirement, but not the reading and writing. For years, I have been writing letters, testifying in Olympia and researching WASL and its aligned education reform. Throughout those years, the officials have never denied Carkhuff's involvement in hopes, I imagine, that Carkhuff's theory on teaching, learning and assessing was not the WASL. Many times, I was told that 'we do not see how it connects to the WASL.' Well, now I have made the definitive connection; however, a day too late for this year's legislative session. There is always next year.
For five years, I have studied Carkhuff and Washington State education reform. Taking fives years to figure it all out is not so bad, considering Bergeson et al. planned for over thirty years and have spent 14-year implementing Carkhuff's human processing theory of selective attention. The hard part is convincing people who have facilitated the process that they have been deceived. No one likes to be the victim of a swindler, especially politicians.
Today, I will review the released science WASL items.
April 10, 2007
Yesterday, I reviewed the 5th grade 2006 reading, math and science WASL. After my review, I am now more convinced that my findings relating to the WASL assessing a student's selective attention capabilities are accurate. When I returned home, I accessed the 5th grade WASL released items on OSPI's website and found that some of the questions I reviewed, which have been released, demonstrate how OSPI is assessing a student’s selective attention/focus attention capabilities.
Released Items and Responses:
Annotated example for a 1-point response for question number 2:
Question:
Tom was trying to figure out how to use pennies, dimes, and dollars to represent ones, tens, and hundreds.
Explain to Tom using words, numbers, or pictures how to represent the number 536 using pennies, dimes, and dollars.
Be sure to include:
• The value of pennies, dimes and dollars.
• How many pennies, dimes, and dollars are needed to represent 536?
Response:
Student responded 6 pennies, 3 dimes, 5 dollars equaled $5.36.
See page 32 of OSPI publication for student drawing.
Annotations:
The student shows partial understanding of making a mathematical connection by writing that “5” dollars, “3” dimes, and “6” pennies are needed to represent $5.36. Instead of showing the value of the individual pieces of currency, symbols are used to represent pennies, dimes, and dollars.
This response earns one point.
Discussion
Even though the student clearly demonstrates his or her understanding of the value of a penny, dime and dollar, he or she received 1 point out of 2 points (page 36 response is similar in scoring). Another student received 1 point and the same annotation that "the student shows partial understanding of making a mathematical connection..." when responding that 250 pennies, 20 dimes and 5 dollars equaled the number 536 (p.34-35). This student earned 1 point because he or she noted the value of a penny, dime and dollar.
Annotation for Page 34 Student Response:
"The student shows partial understanding of making a mathematical connection by showing, using words, the value of a penny as 1¢, a dime as 10¢ and a dollar as $1.00 but incorrectly writing that “5” dollars, “20” dimes, and “250” pennies are needed to represent $536.
This response earns one point."
Apparently, the students who correctly calculated the value of pennies, dimes and dollars did not demonstrate a level of selective attention/focused attention capabilities to warrant a 2-point score. In order to demonstrate the level of selective attention capabilities required by the State of Washington a student must complete the following:
- shows/writes value of a penny as 1¢ (ones), a dime as 10¢ (tens), and a dollar as $1 or 100¢ (hundreds)
- writes 5 dollars, 3 dimes, and 6 pennies needed to represent 536 or any other appropriate variation using only pennies, dimes, and/or dollars.
According to OSPI, completing only one of the rubric requirements (constructing a correct solution) does not demonstrate knowledge in making "a mathematical connection, correctly using concepts from number sense and measurement" (OSPI. 2006, p.25). This is where the obvious nature of the WASL becomes most apparent, and can be demonstrated throughout the math WASL for all grades. This conclusion by OSPI scoring process demonstrates how OSPI is using the math standards to deceive the public into believing the WASL is testing math skill, when in fact, the true intent is to assess a student's selective attention/focused attention capabilities by using subject based assessments. OSPI has presented the WASL as a test of basic knowledge and skill in the content of math, reading, writing and science. However, the actual assessment model of the WASL is designed to assess a student's selective attention/focused attention capabilities through the disguise of a basic knowledge and skill based assessment. To add fuel to the fire, the model being used is based on Carkhuff theory, which has not been scientifically proven valid or reliable. In fact, the cognitive psychology community has denounced the theory and its associated methods of teaching and learning.
Before I discuss the issue of selective attention capabilities and the WASL further, I believe it is necessary to discuss why certain groups of students: students with disabilities, of color and low socioeconomic status more often in numbers are failing the WASL than students that are white and living in middle to upper class environments. First, I would like to expressively note, I am not implying that students within certain minority groups are lacking selective attention capabilities. However, studies have shown that students with learning disabilities struggle with tasks requiring central recall. According to research performed by Hallahan, Gajar, Cohen and Tarver in 1978, selective attention capability scores absent of incidental recall measures showed that "students with learning disabilities...both central recall and selective attention scores...were lower than for the [group of students who were not learning disabled]" (Bender, 2004, p.78). Bender (2004) also notes, "The research on the ability to focus attention among students with learning disabilities is inconsistent" (p.77); therefore, we must not assume that all students with learning disabilities are incapable of acquiring a level of selective attention capabilities equal to their non-disabled peers.
Let us go back to the issue of minority students of color and students of low socioeconomic status. Considering that the WASL is designed in accordance with Carkhuff theory, a brief overview of Carkhuff’s underlying principle is necessary. In order to properly advance Carkhuff’s theory, one must believe that certain cultures are "retarded" and individuals of the so-called "retarded cultures" must culturally assimilate to that of the "facilitative culture" to achieve a level of intelligence that will allow him or her to be attentive participants of the predominate culture, which Carkhuff defines as a culture of the "socially and intellectually facilitative people" (Carkhuff & Berenson, 2003, p.235). Carkhuff principle teaches that the first step in achieving this level of awareness is to develop a level of selective attention capabilities (attending skills: tell, show, do) that will allow for cultural assimilation, otherwise, you are a conditioned, nonresponsive, socially and intellectually retarded person of a retarded culture.
Is the WASL bias towards minority cultures? Is the incorporation of cultural reading passages a way to honor minority cultures in the attempt to create an awareness of other cultures for a positive effect, or are the reading passages included to educate students, specifically white students, about other cultures to suggest the inferiority of minority cultures? The recent Hispanic passage found in the 2007 10th grade reading WASL suggests that people of Hispanic culture are inferior and subservient to the advanced culture (white culture).
Reference
Bender, W.N. (2003). Learning disabilities: Characteristics, identification and teaching strategies. Boston, MA: Pearson Education, Inc.
April 7, 2007
"The decision to limit the number of modes/purposes assessed is in no way meant to limit
classroom instruction or district and classroom-based assessments. Expository and persuasive
modes were chosen because learning to write for these purposes is essential if students are to
perform well on the tasks expected of them in high school––on the reading and mathematics
WASL, for example––as well as in the years to come. (p.i)"
OSPI's writing modules use the Carkhuff ROPES model to present lesson plans instructing students to tell and show in their writing WASL responses, which is also training ground on how a student is to express himself or herself in the reading and math WASL (ex. for math, explain how you arrived at the answer, and for reading, provide two, three or four text-based examples). The writing modules are provided in PowerPoint presentation format. The modules instruct students on how to tell, show in writing responses. The modules are titled Elaboration: Strategic Teaching to Improve Student Writing Part 1, 2, 3. Slide 24 of Elaboration 2 starts the lesson on showing; however, all three modules discuss how to tell, show and do. Teachers are advised in the notes to have students repeat the lessons if they continue to struggle. Repeated practice is the main idea behind Carkhuff's ROPES model and tell, show, do method of teaching a skill.
A student can receive a maximum of 12 points, 4 points for each writing task, one expository and one persuasive, and two points each for conventions. The 12 points are divided up as 8-points total for content, organization and style, 4-points total for grammar/usage, punctuation, capitalization, paragraphing, and spelling. I believe a student must earn 9 points to pass.
I believe the scoring of conventions on the writing WASL is done merely to satisfy public expectation that conventions is necessary in writing. The conventions expectations are very minimal and do not appear to be an assessment of selective attention capabilities. A student could pass the writing WASL if he or she scored one point total on conventions. A student who is able to present a written response that provides a tell statement, with specific elaborations (show) will receive a total of 8 points on his or her expository and persuasive writing responses.
The elaboration PowerPoint modules make clear of what a tell statement is and what OSPI expects from a student when he or she elaborates (shows). The modules give explicit instructions on how to focus in on specifics, this is how the writing WASL is being used to assess a student's selective attention capabilities. The specific details offered in a response that supports the tell statement is what OSPI is scoring, not a student's ability to write effectively in various forms of written expression. (Note: the prompts require a student to express his or her personal thoughts about an issue, usually pertaining to school policy, or school issues in general, or a political issue that may be of interest to teenagers. This also aligns with Carkhuff theory, in reference to his belief that the learning material must relate to the learner’s frame of reference.
Let me demonstrate what OSPI believes is a level two conventions response. The sample provided below is what the WASL scorers used to score the 2006 WASL writing conventions of 10th grade student responses.
Should the U.S. or U.N for that matter get involved in the Kosvo issue? Some argue that if we don’t it will turn to chaos. But then there are those who argue that if we do we risk our own lives and get nothing in return. The answer is simple. We should not!
Yes, what happens if we win the battle, you say? Well then we have nothing to worry about. For the time being. However we, the human race, have tasted power, have tasted blood, and most of all we have tasted sweet revenge and well stop at nothing to get it. We don’t care about lives at stake just as long as we win, right? Wrong. What gives our government the right to take our lives.
To protect our families, our children? Well you can’t have children when your dead. But if we do win the battle the war has only begun. For its that revenge that they want. Why have a town when you can have a city? We’ll win all right, but when they strike with out us ever knowing then will know we’ve met our match. And we’ll fight to the bitter end.
When push comes to shove, when battle comes to war, just remember one thing—what goes around really does go around. Then when judgment day comes you’ll wonder how you lost, how it was in your reach, and then you lost it all. Then you’ll think and you’ll kick yourself in the rear and say, “why did I have to push?"
OSPI Scoring Rubric for 2-Point responses
This piece of writing consistentily follows the rules of Standard English for usage, spelling of commonly used words, capitalization, punctuation, sentence formation, and paragraphing. Only a few errors occur in puncuation (minor comma errors) and capitalization: "why did...?" Sentences are complete with some fragments used for effect: To protect our families, our children? Rhetorical questions are punctuated correctly. Not only are commas used correctly in a series, but the parallel structure is effective and well done: When push comes to shove, when battle comes to war...;...how you lost, how it was in your reach...Paragrpahs are indicated. The best-fit Conventions score is a 2.
Conclusion
The grade level expectations (learning standards) for writing, reading and math are not being assessed. The WASL is assessing a student's selective attention capabilities through a test that is being presented as "The Washington Assessment of Student Learning (WASL) is a series of tests that helps make sure our students learn the foundational skills and knowledge that educators, parents and community leaders say are important to their success in life...The Education Reform Law passed by the Washington State Legislature in 1993 required the state to create a set of common learning standards for grades K-10. The law also called for a testing system that measured student learning of those standards" (OSPI, 2007). This claim by the state of Washington is not true.
I will explore the science WASL next. I am confident I will find that the science is also being used to assess a student's selective attention capabilities.
Important to remember: When a student is telling and showing, he or she is doing.
Note: The only requirement a student must have to take the 10th grade math, reading and writing WASL is an 8th to 9th grade reading level,the ability to write legibly and a very basic understanding of sentence structure and capitalization rules of Standard English.
April 3, 2007
In looking at the 2006 released 10th grade practice reading and math WASL, I found several more sample responses to the question discussed in my March 31 posting. The practice Math WASL offers the same problem as question 40. The sample responses are called Anchor. Anchor 3 response has the answer as 8, this student's response received the full 2-points. Anchor 7 response is 14, the correct answer; however, this student's response received zero points.
The responses used in the practice test substantiate further OSPI's scoring of a student's selective attention capabilities. Anchor 3 response is given the full 2-points because the student offered a written explanation (tell and show) of how he or she arrived at the wrong answer. Anchor 7 response is given zero points because the student failed to provide a written explanation of how he or she arrived at the correct answer. (Note: In order to arrive at the correct answer a student must be able to perform the calculations using the correct algorithms; therefore a student could not just guess.)
The scoring rubric notes, "the student may show all procedures with one computation error, and their final answer is consistent with the error made" and still receive the full 2-points. This explains why the student who arrived at the wrong answer received the full 2-points. The annotation for Anchor 3 stated, "This student shows understanding of organizing relevant information and applying procedures to construct a solution by providing...2) all procedures with one computation error (15 + 25 = 30 (error), 60% of 30 = 18, and 18 - 10 = 8), and 3) a solution of 8, which is a direct result of the computation error. This response earns two points."
According to the scoring rubric, a student who does not explain how he or she arrived at the correct answer is automatically assumed to have "very little or no understanding of organizing relevant information and applying procedures to construct a solution." In other words the response cannot be scored to determine the student’s selective attention capabilities. The student must demonstrate his or her organization of information (telling) and applying procedures (showing), which is the construction of a solution (doing). Obviously, arriving at the correct answer is not what is being assessed. A student's selective attention capability, through telling and showing, is being assessed.
According to Carkhuff, the only way to demonstrate doing is through telling and showing. Pages 106 and 107 of Carkhuff's book entitled The Skilled Teacher explains the tell, show, do repeated practice method.
I can demonstrate with every question in the practice math WASL how OSPI is assessing a student's selective attention capabilities. Because of time limitations, I am posting the most obvious examples.
Next, I will discuss how the writing WASL is being used to assess a student's selective attention capabilities with the same method (tell, show do).
