[...] it is a problem for those serious teachers who compile pupil plans with the pupils, that they may not mention the test results in those plans.2 The problem of teaching to the test is the greatest unsolved problem, inasmuch as every piece of research shows that tests, to a greater extent than the curriculum, define the goals of teaching. The situation with the postponement is a clear example of how the school system has been exposed to an illthought-out and unprepared political initiative which contains so many problems and unfortunate consequences that, in addition to frustrating teachers and pupils, creates unease and anger in the schools over the different announcements and the absence of quality.
Testing in Denmark David Fielker reports on a recent editorial from Matematik, the journal of the Danish Association of Teachers of Mathematics. ATM has links with many associations across the world and the editors hope, from time to time, to include appropriate international comment. This editorial from the December issue accounts improved. We want the tests to aims. The same policy of confidentiality of Matematik indicates something of be developed further so that in several prevents teachers from passing on test what is happening in Denmark, where areas they better correspond to what one results to other teachers who take over the government have for several years wishes from a pedagogical test. their pupils, which is a problem in a being trying to copy what ours have been The Danish Association of Teachers school where many pupils change mathe- doing in education. However, so far their of Mathematics experienced this year a matics teachers immediately after the efforts have been to some extent tamed great success in holding a theme day in tests are taken in third and sixth grades. by the Danish ATM, who have had the September concerning Shared Aims II 1 Similarly it is a problem for those serious opportunity for input, particularly about and the debate about the national tests, teachers who compile pupil plans with the curriculum, but to a lesser degree with with competent and knowledgeable the pupils, that they may not mention respect to national tests. For instance, introductory speakers. The day was open the test results in those plans.2 there used to be an oral component of to a number of members other than The problem of teaching to the test is the school-leaving tests which the those who attend the general committee the greatest unsolved problem, inasmuch government ended a couple of years ago meeting. All participants formulated in as every piece of research shows that tests, despite protest. Now, thanks to their ATM, their groups a series of statements giving to a greater extent than the curriculum, the government has obviously recognised advantages and disadvantages of the tests. define the goals of teaching. There are the shortcomings of their recently The participants were well informed about many complex problems surrounding the proposed tests for earlier years. them in detail. There was therefore wide- national tests in mathematics, and the Would that we could have similar spread agreement that in their present members who took part in the associa- influence on government decisions about form the tests were not usable by either tion’s theme day can certainly mention mathematics education. teachers or pupils. many more than are presented here. David Fielker There are good intentions behind the The situation with the postponement tests, for example in furthering commu- is a clear example of how the school
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